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8 "Kay Di Man Ko Katigam": An Exploration of Grade 6 Students'
9 English-Speaking Anxiety
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14 A Thesis

15 Presented to the College of Teacher Education and Technology

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20 LARANJO, BEA MAE M.

21 MIRA, JENINE M.
22 SALLES, JAYSON O.
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31 JUNE 2024
32 "KAY DI MAN KO KATIGAM": AN EXPLORATION OF GRADE 6 STUDENTS'
33 ENGLISH-SPEAKING ANXIETY
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36 ________________________________
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42 A Thesis Presented to the Faculty of the
43 COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
44 University of Southeastern Philippines
45 Apokon, Tagum City
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50 _______________________________
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56 In Partial Fulfillment of the Requirements for the Degree
57 Bachelor of Elementary Education
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63 _______________________________
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68 LARANJO, BEA MAE M.
69 MIRA, JENINE M.
70 SALLES, JAYSON O.
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80 JUNE 2024

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81 APPROVAL SHEET
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83 This thesis paper entitled, "Kay Di Man Ko Katigam": An Exploration of

84 Grade 6 Students' English-Speaking Anxiety," prepared and submitted by
85 JAYSON O. SALLES, BEA MAE M. LARANJO, and JENINE M. MIRA, in
86 partial fulfillment of the requirements for the Course EdRes 400 Research
87 Education, has been examined and is recommended for an oral examination,
88 acceptance, and approval.
89

90 GERAMAE MADERA-MULIT, MAEE

91 Adviser
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94 PANEL OF EXAMINERS
95 APPROVED by the Committee on Oral Examination with a grade of __
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98 ARNULFO S. MASONG, PhD
99 Chairperson
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102 GENESESLY R. TAHOY, EdD FROILAN G. LEGASPINO, MAEE
103 Member Member
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105 ACCEPTED in partial fulfillment of the requirements for the Course EdRes
106 400 Research Education
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108

109 ELEONOR T. GUDEN, PhD

110 Dean, CTET
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112 ACKNOWLEDGEMENT

113 In pursuing knowledge and advancing human understanding, countless

114 individuals and entities have contributed their expertise, support, and

115 encouragement. We are deeply grateful for the invaluable contributions of these

116 remarkable individuals and institutions who have played an instrumental role in

117 completing our research endeavor. Their unwavering commitment and support

118 have made this achievement possible.

119 We extend our heartfelt gratitude to God Almighty, the ultimate source of

120 wisdom and inspiration, for guiding our steps and illuminating our path

121 throughout this research journey.

122 We sincerely thank Ms. Geramae C. Madera-Mulit, our research adviser,

123 for her invaluable guidance, expertise, and unwavering commitment to academic

124 excellence. Her insightful feedback and constructive criticism have been

125 instrumental in shaping and refining this research.

126 We also thank Dr. Arnulfo S. Masong, the panelist’s chairman, for his

127 astute observations, invaluable feedback, and diligent evaluation of our work. His

128 expertise and scholarly insights have significantly contributed to the refinement

129 and quality of this study.

130 We extend our heartfelt thanks to Mr. Froilan G. Legaspino and Mr.

131 Genesesly R. Tahoy, the research panel members, for their valuable inputs,

132 critical analysis, and thoughtful suggestions that have significantly enhanced the

133 depth and rigor of our research.

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134 We are grateful to Dr. Eleanor T. Guden, the responsive and nurturing

135 Dean of CTET, whose support and encouragement were essential in conducting

136 the study beyond the campus. Her support has been vital in realizing this worthy

137 goal.

138 We also thank Mrs. Reljel Fuentes, the class adviser of our research

139 subjects, and Mrs. Belly Jean Abastillas, the class adviser during our pilot

140 testing, for their assistance and guidance during implementation, which

141 significantly contributed to the success of this study.

142 Finally, we thank our families for their unending love, support, and

143 understanding. Their encouragement and belief in our abilities have driven our

144 perseverance and success in completing this thesis.

145

146 JAYSON O. SALLES

147 BEA MAE M. LARANJO

148 JENINE M. MIRA

149 Researchers
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161 University of Southeastern Philippines

162 COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
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164 Tagum City
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167 Declaration of Originality
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171 We, JAYSON O. SALLES, BEA MAE M. LARANJO, and JENINE M.
172 MIRA, declare that this research undertaking is original. We further declare that
173 this endeavor was accomplished by us.
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179 LARANJO, BEA MAE M.

180 MIRA, JENINE M.

181 SALLES, JAYSON O.

182 Researchers
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191 MAY 2024
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192 ABSTRACT
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194 English is the lingua franca in many countries, including the
195 Philippines, where it is a second language. However, learning to
196 speak English can be a significant challenge for many Filipino
197 students, often leading to anxiety. This anxiety has drawn the
198 attention of researchers who seek to understand the experiences of
199 Grade 6 students struggling with English as a second language. This
200 study employed a mixed-method research design to explore these
201 challenges. Thirty (30) respondents were selected using simple
202 random sampling for the quantitative phase, while seven (7)
203 participants were chosen for the qualitative phase. Two research
204 instruments, an adapted survey questionnaire, and an in-depth
205 interview protocol, were used to gather the necessary data.
206 Quantitative results indicated that grade six students experience high
207 levels of English-speaking anxiety due to factors such as fear of
208 negative evaluation, communication apprehension, test anxiety, and
209 fear of making mistakes. Conversely, a moderate level of anxiety was
210 associated with negative attitudes toward English-speaking classes.
211 The qualitative analysis identified seven (7) coping strategies: support
212 from the teacher, support from peers, advanced reading, rehearsal,
213 managing nervousness, staying calm, and maintaining focus. The
214 researchers recommend that future studies explore various
215 interventions and their long-term effects to reduce English-speaking
216 anxiety and improve language acquisition.
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218 Keywords: English-speaking anxiety, coping strategies, mixed method
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231 TABLE OF CONTENTS

232
233 Title Page
234 i
235 Approval Sheet
236 ii
237 Acknowledgment iii
238 Declaration of Originality
239 v
240 Abstract
241 vi
242 Table of Contents
243 vii
244 List of Tables
245 ix
246 List of Figures
247 x
248
249 CHAPTER
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251 1 THE PROBLEM AND RELATED LITERATURE

252

253 Introduction
254 1

255 Review of Related Literature

256 3

257 Theoretical Framework

258 21

259 Conceptual Framework

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261 Statement of the Problem

262 25

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264 2 METHODOLOGY
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266 Research Design

267 27

268 Research Instruments

269 28

270 Respondents/Subjects
271 30

272 Data Gathering Procedure

273 32

274 Data Analysis and Interpretation 34

275 Ethical Considerations 39

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277 3 RESULTS AND DISCUSSION
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279 Quantitative Discussion 42

280 Qualitative Discussion 51

281 Data Integration of Quantitative and Qualitative Results 90

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283 4 CONCLUSIONS AND RECOMMENDATION
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285 Conclusion
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287 Recommendations
288 97

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290 REFERENCES 99
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292 APPENDICES
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294 A. Signed Permission Letters

295 110

296 B. Signed Validation Letters

297 115

298 C. Signed Validation Results 118

299 D. Validated Research Instruments

300 133

301 E. Consent Form

302 137

303 F. Assent Form

304 139

305 G. Plagiarism Result 141

306 H. Statistician Letter

307 142

308 I. Statistician’s Certificate 143

309 J. Grammarian’s certificate 144

310 K. Audit Trail 145

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312 CURRICULUM VITAE

313 155
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314 LIST OF TABLES

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316 Page

317 1 Participants Profile Overview …… 31

318 2 The Range of the 5-point Likert Scale 37

319 3 Level of English-speaking Anxiety Among Grade 6 Students 43
320 4 Joint Display of Quantitative and Qualitative Results 91
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342 LIST OF FIGURES

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344 Figures Page

345 1 Conceptual Framework of the Study 26

346 2 Explanatory Sequential Design Flowchart 28

347 3 Emergent Theme Categories and Codes in the Coping 55
348 Strategies of Grade-6 students
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353 CHAPTER 1
354 THE PROBLEM AND RELATED LITERATURE

355 Introduction

356 The role of English in students' academic lives is of utmost importance.

357 Learning English poses challenges for learners of English as a Foreign

358 Language/English as a Second Language (Chou, 2018). Although the official

359 national language in the Philippines is Filipino, English is a second language. To

360 reinforce English as a medium of instruction, the Philippine government

361 introduced Executive Order No. 210, s. 2003. Language anxiety strongly

362 influences the attainment of language learning goals and negatively affects

363 language learners (Quinto & Macayan, 2019; Jugo, 2022).

364 In a global context, Bergstrom (2018) conducted a study on Swedish

365 students, revealing that they experience significant anxiety, particularly in their

366 English class, due to a lack of confidence in speaking fluently. Throughout the

367 course, they frequently preoccupy themselves with unrelated thoughts, worry

368 about making errors, and deal with the potential consequences of failure. Some

369 students even openly acknowledge feeling discomfort when interacting with

370 native English speakers, though it does not escalate to severe anxiety.

371 Conversely, students feel anxious when voluntarily providing answers or when

372 the teacher calls on them during class. In a parallel investigation, Tati et al.

373 (2019) found that students at Community Colleges in Taganrog and Shakhty,

374 Russia, also experience anxiety when communicating in English. This anxiety

375 includes shyness, fear of public speaking, and a lack of confidence in English
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376 conversations. The research highlighted a significant gender-based contrast in

377 English-speaking anxiety, with female learners exhibiting notably higher levels of

378 anxiety compared to their male peers, consistent with earlier research findings.

379 In Indonesia, Tridinanti (2018) revealed that speaking anxiety emerges as

380 the main factor hindering students' proficiency in English speaking. Additionally,

381 students were reported to exhibit behaviors such as feeling uneasy and

382 experiencing intimidation, fear, and anxiety when presenting in English before

383 their classmates. Similar findings were reported among Malaysian university

384 students (Chin et al., 2018). Factors like fear of errors, negative evaluations, and

385 cultural pressures contribute to this situation. Liao and Liang (2021) found the

386 same issue among Chinese EFL learners. Students identified primary sources of

387 anxiety, such as the fear of making mistakes, being judged, not being

388 understood, and appearing incompetent. As a result, the researchers concluded

389 that English-speaking anxiety significantly affects students' academic

390 achievements.

391 In a national setting, Mancilla and Hisona (2019) discovered that students

392 in the Philippines experience embarrassment, fear, and nervousness while

393 speaking in English. Many Filipino students avoid using English in conversations

394 due to a lack of confidence, shyness, anxiety, and limited chances to speak in

395 their English class. The study also showed that most students admitted to having

396 negative feelings when using the English language. They lack confidence, which

397 causes anxiety whenever they need to respond. Additionally, making

398 grammatical errors in front of the class embarrasses them, making them feel
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399 incompetent in their English skills. Researchers at the University of the

400 Philippines Diliman, led by Giray et al. (2022), conducted a study. The study

401 revealed that Filipino students commonly experience English-speaking anxiety.

402 The primary sources of anxiety were identified as the fear of making mistakes,

403 the fear of being judged by others, the fear of not being understood, and the fear

404 of appearing incompetent.

405 English-speaking anxiety among high school students has received

406 extensive attention. However, more research is needed to address the issue

407 among elementary school students, particularly within the local context.

408 Researchers are actively searching for studies concentrating on this younger age

409 group but need more availability. This research gap compels researchers to

410 redirect their focus toward gaining a deeper understanding of English-speaking

411 anxiety in elementary school students, an area that has seen relatively little

412 exploration. The objective is to enhance our comprehension of the experiences

413 of these young learners who encounter challenges when speaking English.

414 Review of Related Literature

415 This section presents the related literature about English-speaking

416 anxiety.

417 Students learning English must possess the following skills: speaking, listening,

418 reading, and writing. Speaking is the most crucial of these skills for

419 communication because it is taught in language learning courses. It is essential

420 to communication; according to El-Sakka (2018), speaking is the English ability

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421 that English learners find the most difficult to master. For their listeners to

422 develop practical communication situations when English is a second language,

423 English language learners must make appropriate word choices and

424 articulations. It is consistent with what Holandyah et al. (2022) asserted that

425 learning to talk in the target language is the most crucial process in learning a

426 second or foreign language, and the capacity to carry out a conversation in the

427 target language is the measurement of its success.

428 Furthermore, speaking is one of the most challenging skills, according to

429 Marzulina et al. (2021). As a result, speaking has emerged as a top interest of

430 students in learning a foreign language. People learn a language to improve their

431 communication ability in the target language.

432 English-speaking Anxiety

433 English-speaking anxiety, also known as English language anxiety or

434 speaking anxiety, is a specific type of social anxiety that individuals experience

435 when they need to communicate in English. This phenomenon is widespread

436 among non-native English speakers learning or using English as a second or

437 foreign language (Hakim, 2019).

438 Hermaniar and Azkiya (2021) conducted a study that unveiled the

439 principal drivers of English-speaking anxiety among students. According to them,

440 these factors fall into two primary categories: internal and external. On one hand,

441 internal factors originate from within the students themselves, such as the fear of

442 making mistakes and a lack of self-assurance. On the other hand, external
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443 factors arise from sources outside the students, such as the teaching

444 methodologies employed by educators, or the behavior displayed by fellow

445 students.

446 Eddraoui and Wirza (2020) conducted a research study that explored

447 speaking anxiety among high school students studying English as a foreign

448 language (EFL) in Indonesia and Morocco. The study revealed that Indonesian

449 students struggled with higher levels of English-speaking anxiety compared to

450 their Moroccan counterparts. Moreover, the study identified two primary sources

451 of this anxiety among EFL high school students: the fear of making mistakes and

452 the dread of negative evaluation. Specifically, the data uncovered that while 73%

453 of Moroccan students reported not trembling when anticipating their turn to speak

454 in English class, 31% of Indonesian students admitted to occasionally

455 experiencing such tremors. The findings also illuminated that 38% of Indonesian

456 participants frequently held the belief that their peers possessed superior English

457 skills, while 42% of Moroccan participants stated that they never experienced

458 such feelings.

459 Additionally, Pabro-Maquidato (2021) conducted a study at Lourdes

460 College in Cagayan de Oro City, revealing that students face the emotional

461 strain, physiological symptoms, and mental challenges when communicating in

462 English. This anxiety among learners is also linked to worries about harming their

463 reputation or receiving negative evaluations. The study pinpointed students'

464 utilization of diverse strategies to manage their unease, including engaging with

465 resources like reading English books and consulting dictionaries. These
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466 approaches empowered students to articulate their thoughts in writing, overcome

467 self-consciousness, and become more receptive to teacher guidance and

468 feedback. The fear of negative judgments from peers, teachers, or the audience

469 led to these outcomes.

470 Consequently, they worried about how others perceived their language

471 skills, including grammar, pronunciation, and word choice. Due to their lack of

472 confidence, they hesitated to express themselves, avoiding classroom

473 interactions and feeling inadequate. In English environments, ESL participants

474 feared being seen as less capable. As a result, their anxiety when speaking

475 English stemmed primarily from the fear of unfavorable evaluations.

476 Communication Apprehension

477 Communication apprehension, in the context of English-speaking anxiety,

478 refers to the fear or anxiety that individuals experience when they are required to

479 speak or communicate in English. It is a form of language anxiety specific to

480 English language use. This anxiety can manifest in various situations, such as

481 speaking in front of others, participating in group discussions, giving

482 presentations, or engaging in casual conversations (Hollingsworth, 2021).

483 Individuals experience communication apprehension, fear, and discomfort

484 when communicating in a foreign language, particularly in public speaking

485 situations. It includes concerns about making errors, being judged, and

486 expressing thoughts clearly. Gökcan and Aktan (2019) recognized proficiency in

487 speaking English as a Second Language (SL) or Foreign Language (FL) as

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488 essential for success in various countries and societies. Moreover, according to

489 Asif et al. (2020), apprehension involves emotional and physical reactions to

490 anticipated threats that can hinder an individual's ability to think and comprehend

491 information. It encompasses cognitive, psychological, and behavioral aspects, as

492 Malik et al. (2020) discussed, impacting academic and communication

493 processes.

494 In their recent study, Shukor and Madzlan (2022) found that learners' fear

495 of speaking unfamiliar language results from a lack of confidence, reducing

496 fluency improvement and increasing apprehension. Jalleh et al. (2021)

497 emphasized the significance of understanding and addressing communication

498 apprehension in language learning and proficiency. Astuti's (2020) study showed

499 that students have a high level of speaking anxiety and Communication

500 Apprehension. According to him, the students feel anxious when speaking a

501 foreign language in front of the class without preparation and never feel confident

502 with their efforts.

503 Rumiyati's (2018) study findings also corroborated similar results.

504 Communication apprehension, which involves the fear of communicating with

505 others, emerged as the primary cause of language anxiety. Contributing factors

506 encompass insufficient grammar knowledge, limited vocabulary, pronunciation

507 challenges, and difficulty understanding the material. Consequently, these factors

508 impact students' performance in spoken English.

509 Additionally, existing research by Shukor and Madzlan (2022) and Jalleh

510 et al. (2021) highlighted communication apprehension as a significant concern,

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511 especially among minority learners. Students with higher levels of apprehension

512 tended to limit their oral participation, using silence or minimal responses as

513 coping mechanisms to manage anxiety. In fact, Jalleh et al. (2021) stressed the

514 nerve-wracking impact of public speaking situations and interactions with native

515 English speakers, negatively affecting learners' oral proficiency and hindering

516 their active engagement in classroom discussions.

517 Furthermore, Chinese university learners studying English as a Foreign

518 Language (EFL) often experience communication anxiety, hindering their ability

519 to communicate in English effectively. Despite psycholinguists studying this in

520 various Asian contexts, including China, it still requires more attention (Malik et

521 al., 2020). These Chinese EFL students feel nervous and anxious when

522 communicating with peers from different academic disciplines who are also

523 learning English. This unease extends to formal classroom settings and casual,

524 informal situations outside of class, profoundly impacting their self-assurance and

525 language proficiency. Their fear of negative evaluations from others and feelings

526 of low self-efficacy and self-esteem contribute to Communication Apprehension

527 (CA) in class discussions.

528 Fear of Negative Evaluation

529 Fear of negative evaluation in English-speaking anxiety refers to a specific

530 type of anxiety related to the fear of being negatively judged or evaluated by

531 others while speaking in the English language. This fear can be debilitating and

532 may cause individuals to experience significant distress and discomfort when

533 using English, especially in social or public situations (Downing et al., 2020).
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534 Damayanti and Listyani (2020) conducted a study in Central Java,

535 Indonesia, focusing on students' anxiety when speaking English in the

536 classroom. The research identified three main factors contributing to this anxiety:

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

538 study also highlighted that anxiety could originate from both internal (self-related)

539 and external factors, such as interactions with teachers and classmates.

540 Students' anxiety manifested in remaining silent during learning activities,

541 extending beyond mere shyness. This issue is crucial for teachers to recognize

542 and understand. The study concluded that various factors, including limited

543 vocabulary, underestimating their abilities, lack of preparation, fear of making

544 mistakes, and concern about being judged by peers, caused anxiety in speaking

545 class.

546 Wardhani and Anindyastuti (2019) also conducted a study indicating that

547 students experience anxiety while performing speaking activities in the

548 classroom. The study revealed that students face the fear of negative evaluation.

549 This fear can stem from several factors, including inadequate preparation before

550 the speech, tension from the audience, and the possibility of receiving negative

551 evaluations from the teacher. The main reasons for these difficulties lie in the

552 need for more practice in speaking skills, particularly in various social contexts,

553 and limited exposure to English language usage both inside and outside the

554 classroom. Additionally, they inevitably feel anxious in communication due to the

555 fear of negative evaluation, which influences the image or self-identity they have

556 developed in their native language (L1).

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557 Kristanti et al. (2018) asserted that students afraid of negative evaluations

558 are extremely sensitive in the English classroom. According to research, persons

559 who place too much emphasis on other people's opinions are more likely to

560 engage in undesirable behaviors such as avoiding or purposefully departing

561 early, refusing to participate in class activities, and being silent. Moreover, Jugo

562 (2020) conducted a study that asserts Filipino learners are more likely to

563 experience anxiety when speaking in a foreign language than when writing in it.

564 This may occur because speaking in front of others exposes their weaknesses in

565 the foreign language, making them feel vulnerable and self-conscious.

566 Jugo (2020) explained that Filipino learners experience a notable level of

567 anxiety due to the fear of making mistakes and receiving corrections or negative

568 evaluations. The common perception of performance evaluation contributes to

569 this anxiety, as learners feel uneasy when corrected or receive observations on

570 their language usage, particularly in English, the target language. Similarly, like

571 students learning foreign languages, Filipino learners tend to avoid criticism and

572 corrections in front of their classmates. The study revealed that the primary

573 cause of foreign language anxiety is the fear of error correction or negative

574 evaluation. Previous research has indicated that learners expressed a preference

575 for not being corrected by their teachers when speaking, as they believed such

576 corrections could directly impact their self-esteem and trigger anxiety.

577 Test Anxiety

578 Test anxiety refers to the apprehension of performing inadequately in

579 evaluative circumstances, such as exams or presentations, which leads to

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580 concerns about possible adverse consequences. This fear of not succeeding can

581 manifest before, during, or after the test. When students encounter demanding

582 exams or quizzes, they may face challenges and tend to set unrealistic

583 expectations, considering anything below their standards as a failure. According

584 to Bhattarachaiyakorn and Phettakua's (2023) study, a significant number of

585 participants experienced anxiety concerning the potential repercussions of failing

586 the English-speaking class, which falls under the test anxiety domain.

587 Additionally, they worried that their English-speaking score would be lower than

588 anticipated. The findings indicated that the students were experiencing a

589 substantial level of anxiety related to the test. Similarly, Ningsih and Fatimah's

590 (2020) study found that the fear of speaking tests was the dominant factor

591 contributing to students' speaking anxiety. The researchers' findings indicated

592 that students were apprehensive about the possibility of failing the speaking test,

593 which induced anxiety among them.

594 According to a study conducted by Erözkan et al. (2017), students can

595 experience test anxiety due to several factors. High expectations from parents

596 and teachers regarding their success can create agitation and lead to poorer

597 performance. Additionally, unclear or inaccurate instructions and insufficient time

598 allocation for the test can negatively impact their performance. Furthermore, test

599 anxiety may be linked to how well learners perform and understand the given

600 task.

601 Also, Cherry (2020) added that while the level of anxiety may differ among

602 individuals, its effect remains consistent in obstructing learning and interfering
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603 with test performance. Test anxiety and test performance exhibit a direct

604 correlation, meaning that higher levels of test anxiety led to poorer results for

605 students. Test anxiety can manifest both before, during, and after the test, and

606 students might display a calm demeanor while experiencing significant anxiety

607 when being tested.

608 Moreover, test anxiety in students diminishes their eagerness to learn.

609 According to Amiri and Ghonsooly (2015), when a student perceives a test as

610 more intimidating, their anxiety levels before the examinations are likely to

611 escalate. Sara (2022) further asserted that students with high self-expectations

612 or perfectionist tendencies are prone to experiencing test anxiety. Such

613 individuals impose significant pressure on themselves and find it challenging to

614 handle mistakes. Consequently, they may become overwhelmed during the test,

615 experiencing mental blocks or blanking out.

616 Moreover, students who have not adequately prepared for a test are also

617 susceptible to test anxiety. This often occurs when a student procrastinates

618 studying or struggles to grasp the subject matter. As a result, their confidence

619 levels plummet when facing the test. Entering an exam believing they will fail can

620 become a self-fulfilling prophecy, leading to actual failure.

621 Paul (2013) suggested that it is recommended for students to engage in

622 positive self-talk to boost motivation and maintain focus, ultimately aiming for

623 high scores in exams. Additionally, before taking a test, they should consider

624 writing down their thoughts and emotions to understand their thinking patterns

625 better. Teachers can play a crucial role in motivating students to address their
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626 anxiety by offering opportunities for open communication and verbal expression

627 of their concerns.

628 The fear of failing English language exams can lead to stress and anxiety,

629 which could perhaps affect how well they do in the subject. Students' ability to

630 display their genuine language competency may be hampered by anxiety before,

631 during, or after English language tests. Students must manage test anxiety to

632 perform at their best and improve their language learning experience.

633

634 Fear of Making Mistakes

635 According to Nakhala (2018), students' reluctance to speak in English

636 classrooms is significantly influenced by the fear of making mistakes.

637 Consequently, they are concerned about correction, negative evaluation, and

638 possibly being ridiculed by peers or criticized by the teacher. As a result, many

639 students refrain from participating in speaking activities. To address this issue,

640 teachers should emphasize the importance of making mistakes as a natural part

641 of learning and a valuable learning experience for students.

642 The fear of making mistakes in front of classmates and teachers causes

643 students to experience speaking anxiety, leading them to be hesitant when

644 speaking in class. Madill (2018) identified various reasons for this fear, with the

645 perception of peers playing a significant role. Students fear that their peers are

646 judging their speaking abilities, resulting in a reluctance to speak and the

647 possibility of making mistakes in front of others. This fear of making mistakes
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648 contributes to heightened levels of speaking anxiety. Consequently, singling out

649 students in the classroom can negatively impact their speaking development and

650 should be avoided.

651 Alnahidh and Altalhab's study (2020) revealed that speaking anxiety

652 among Saudi EFL students is primarily caused by the fear of making mistakes.

653 This fear has been consistently identified as an anxiety-inducing factor in

654 previous research, including Horwitz's (1986) study. Furthermore, Gregersen and

655 Horwitz (2002) (as cited by Alnahidh & Altalhab, 2020) asserted that students'

656 fear of making mistakes is connected to their desire to uphold a positive image,

657 resulting in hesitation to speak and avoidance of potential errors.

658 Students typically encounter several challenges when learning English in

659 its early stages, particularly when mastering grammar, pronunciation, and other

660 concepts. Students struggle with it, are uneasy, and make mistakes. Students

661 get speaking anxiety. According to Tridinanti (2018), students develop speaking

662 anxiety once it occurs repeatedly. Furthermore, Pratama (2018), who also

663 conducted a study on English Education Study Program students, particularly

664 those who took the Speaking for Academic Presentation class, found that

665 students are too nervous to speak in front of the class. He added that the

666 students were too worried about making mistakes or being judged unattractive.

667 Negative Attitude Towards English-speaking Classes

668 According to Wigati's (2019) findings, individuals' attitude relates to their

669 intellectual stance on acceptance and rejection, which can significantly influence
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670 their behavior. This stance develops based on how they perceive beliefs,

671 emotions, and behavioral tendencies concerning their understanding and feelings

672 toward something. Additionally, attitude plays a crucial role in shaping learners'

673 perceptions of the teaching and learning process in the classroom. Therefore,

674 this definition indicates that attitude in language learning is critical.

675 Similarly, as per the study conducted by Zulfikar et al. (2019), a negative

676 attitude is characterized by learners experiencing anxiety during the learning

677 process, facing challenges in finding enjoyment in the class, and becoming easily

678 bored with the learning experience. On the other hand, a positive attitude is

679 evident when learners display greater interest and enthusiasm in language

680 learning. Furthermore, Inayah and Lisdawati (2021) conducted a study that

681 revealed how students' behavior leads to speaking difficulties. Specifically,

682 students who prefer to avoid English-speaking activities face challenges when

683 speaking for academic purposes.

684 Lastly, Baykara and Aksu Atac (2021) indicated that a significant and

685 negative relationship between students' attitudes toward English and their

686 English-speaking anxiety. The results reveal that Turkish students have more

687 negative attitudes toward English and experience higher levels of anxiety. In

688 comparison, international students display more positive attitudes toward English

689 and have lower anxiety levels. Additionally, the findings demonstrate that

690 students who share the same classroom atmosphere, teacher, and teaching

691 methods but belong to different mother tongues and cultural backgrounds exhibit
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692 varying attitudes toward English. As a result, their English-speaking anxiety

693 either increases or decreases in line with their attitudes.

694 Coping strategies of students with English-speaking anxiety

695 Kalsoom et al. (2020) highlighted that anxiety when speaking English can

696 negatively impact students' willingness to participate in classroom discussions.

697 However, their research indicates that social support (external), mainly from

698 teachers and peers, can significantly reduce anxiety. The results suggest that

699 when students receive more social support, their willingness to engage in

700 classroom activities increases, leading to a noticeable decrease in English-

701 speaking anxiety. Moreover, additional research by Abrar et al. (2022) supported

702 these findings, suggesting that students also rely on self-management strategies

703 to cope with language-related anxiety. According to the study, participants

704 revealed that self-practice and engaging in calming activities helped them feel

705 more confident and prepared. These self-management strategies, such as

706 maintaining a calm demeanor and practicing with a positive attitude, were

707 identified as effective in reducing anxiety and promoting a greater willingness to

708 speak English in class.

709 The interplay between self-management (internal) and social support

710 (external) creates a holistic approach to coping with English-speaking anxiety,

711 illustrating that these are crucial for reducing anxiety in connection with the study

712 of Pabro-Maquidato (2021) where she pointed out that the students’ initiatives

713 and the constructive feedback from teachers have increased their confidence

714 and enable them to cope with their English-speaking anxiety. As discussed by
 17

715 Tee et al. (2020) and Widhayanti (2018), the technique falls under what they call

716 Affective strategy and is essential in language learning as it plays a crucial role in

717 regulating learner's emotions, sentiments, motivation, and even their

718 perspectives in language learning and are instrumental in managing speaking

719 anxiety. One of the ways to cope with this anxiety is by practicing deep breathing

720 or meditating. In addition, Tee et al. (2020) suggested that relaxation techniques

721 like deep breathing are generally perceived as simple to learn, which likely leads

722 to their widespread use.

723 Furthermore, Putri et al. (2020) found that deep breathing exercises can

724 effectively alleviate speaking anxiety. Students commonly use this relaxation

725 technique to manage anxiety. According to their study, 25% of participants chose

726 relaxation as a strategy to cope with their English-speaking anxiety. This claim

727 was also supported by Theriana (2023), who highlighted deep breathing

728 exercises as an effective method for reducing speaking anxiety. These relaxation

729 techniques have demonstrated a significant impact on helping individuals

730 manage their emotions, achieve calmness, and alleviate anxiety. The study

731 suggests that incorporating deep breathing into relaxation routines can be a

732 powerful way to control anxiety levels.

733 Maharani and Roslaini (2021) also discovered that one effective strategy

734 is attention shifting, where learners concentrate on the task instead of external

735 factors that trigger English-speaking anxiety. Star (2022) found that visualization

736 is another helpful technique for managing English-speaking anxiety. This is

737 exemplified by students in the current study imagining their classmates as

 18

738 inanimate objects, such as stones, to reduce anxiety. The Milan study (2019)

739 identified selective attention as a strategy that involves filtering out distractions to

740 focus on formulating a response. Participants in the current study mentioned that

741 they often concentrated solely on the teacher's question or specific objects like

742 the ceiling to manage their anxiety.

743 Furthermore, Wechsler et al. (2021) suggested that excessive self-focus

744 during English-speaking can worsen anxiety by increasing self-consciousness

745 about factors like perceived judgment or physical sensations. The study

746 emphasizes the benefits of redirecting attention outwards toward non-social

747 stimuli in the environment to reduce anxiety. Focusing on non-social elements

748 can help decrease anxiety and make English-speaking less stressful.

749 Additionally, Raja's (2017) study suggests that concentrating on objects instead

750 of the audience can reduce speaking anxiety. By focusing on presentation

751 materials or visual aids related to the topic, students can mitigate the stress of

752 being judged by the audience. This shift in focus allows students to manage their

753 anxiety more effectively and deliver with greater confidence.

754 According to Oumano (2018), one of the effective techniques is adapting

755 behavioral therapy, which includes practicing tension-release exercises at their

756 desks. Therefore, the participants' responses are well documented, stating that

757 they do physical activities such as raising their hands, cracking their knuckles,

758 clenching fists, and other bodily movements to help reduce or lessen their

759 anxiety in speaking English. The same results have been discussed in the study

760 of Sari (2019), where the author stated that out of the strategies used by the
 19

761 students, physical gestures and expressions were the primary way to ease

762 anxiety when speaking. These activities were the most common methods they

763 used to manage their nervousness during conversations. By incorporating these

764 behavioral techniques, students can gradually overcome English-speaking

765 anxiety, enabling them to engage confidently in various situations.

766 Similarly, research by Aripin et al. (2020) explored the relationship between

767 physical movements and reduced anxiety during English speaking. The study

768 discovered that specific movements like gesturing or shifting their posture can

769 serve as coping mechanisms when students feel nervous or anxious while

770 speaking. These physical cues help boost confidence and lead to improved

771 performance.

772 According to Putri et al. (2020), many students used preparation as their

773 strategy for coping with English-speaking anxiety. The study found that preparing

774 before speaking English made them feel more comfortable and even boosted

775 their confidence, allowing them time to organize their thoughts. Additionally, 40%

776 of participants, the highest percentage among the strategies, indicated that

777 preparation was their effective strategy, contributing to increased student

778 confidence.

779 Another study by Yasuda and Nabei (2018) explored the impact of various

780 coping strategies on reducing English language anxiety and enhancing the

781 willingness to communicate among learners of English as a secondary/foreign

782 language. Their research indicates that preparation is crucial in lowering English-

783 speaking anxiety and boosting learners' confidence in speaking English. This
 20

784 improved confidence can lead to a greater willingness to engage in English

785 conversations, regardless of the learners' level of fluency. In connection with that,

786 Nugroho and Hapsari (2024) also suggested that this strategy helps reduce

787 anxiety when speaking English in front of the class. As a result, students feel less

788 burdened and do not experience heightened anxiety when presenting to their

789 peers. Additionally, participants noted that they felt more confident speaking

790 English in front of the class, even though they still had to study hard as part of

791 their coping strategy.

792 Puyod’s (2020) reference to Pajares emphasized that teacher support

793 demonstrated through feedback and guidance during interactions enhances

794 student performance. By reassuring students, teachers can significantly impact

795 their self-confidence. Also, McCown et al. (2019) and Curry and Maher (2020)

796 argued that the significance of building a positive teacher-student relationship to

797 create a helpful learning environment for students to express themselves.

798 McCown et al. (2019) underscored the importance of establishing a supportive

799 connection between teachers and students to promote language immersion. It is

800 critical for students to feel confident while speaking in English and be free from

801 concerns about making linguistic errors. Both these studies mentioned above

802 demonstrated that teachers who actively engage with their students can

803 significantly reduce speaking anxiety and improve their oral ability.

804 Furthermore, Öztürk and Gürbüz's (2019) study showed that students

805 often experience anxiety when speaking English in front of their peers. However,

806 this anxiety can be alleviated with adequate support. With adequate support,
 21

807 peer encouragement fosters a sense of belonging and value within a supportive

808 community, as Torsheim et al. (2020) highlighted. It was also pointed out that

809 peer encouragement fosters a sense of belonging and value within a supportive

810 community.

811 Alberto and Troutman's (2018) study illustrated the concept of

812 reinforcement, which involves presenting or removing something immediately

813 after a response, thereby increasing the likelihood of that response recurring.

814 This understanding of reinforcement sheds light on how certain factors influence

815 the development and persistence of English-speaking anxiety. Moreover, Ahmed

816 et al. (2017) emphasized the significance of motivation in effectively learning a

817 second or foreign language. Motivation plays a crucial role in shaping learners'

818 attitudes and behaviors towards language learning, ultimately impacting the

819 ability to overcome obstacles such as English-speaking anxiety.

820 Theoretical Framework

821 This study is based on Horwitz et al.'s (1986) Theory of Foreign Language

822 Anxiety (FLA), which explains the unique emotional and behavioral challenges

823 that arise during language learning. FLA emerges when students face tasks in an

824 unfamiliar language, leading to self-doubt and negative feelings. Horwitz et al.

825 (1986) identified three factors contributing to language anxiety: Communication

826 Apprehension (CA), Test Anxiety (TA), and Fear of Negative Evaluation (FNE).

827 CA relates to anxiety in social situations requiring language use, particularly

828 public speaking. TA involves worrying about performing poorly in evaluations like

829 exams or presentations. FNE describes students avoiding situations where they
 22

830 might be negatively evaluated due to low self-esteem and self-perception issues.

831 This anxiety can lead to withdrawal and reluctance to participate in class

832 activities.

833 In this study, the theory of foreign language anxiety undeniably played a

834 significant role in shaping the formulation of our research questions. Drawing

835 upon this theory, we meticulously constructed a set of questions designed to

836 explore various facets of English-speaking anxiety. These validated questions

837 were thoughtfully crafted to probe into the level of this anxiety and viable

838 strategies that could potentially mitigate or alleviate the distressing experience of

839 language-related anxiety. When designing the data collection instruments, such

840 as surveys and interviews, we considered the theory of foreign language anxiety

841 and its potential impact on the types of questions we included. We found

842 inspiration from established scales or questionnaires designed to measure

843 foreign language anxiety. These scales served as a valuable foundation, adapted

844 to suit the context of grade six students and the specific focus on their English-

845 speaking skills.

846 This study is also based on the Cognitive-Behavioral Theory (CBT) by

847 Beck and Ellis in 1960, focusing on changing negative thought patterns and

848 behaviors related to anxiety. The theory believes thoughts significantly affect

849 emotions and behaviors, enabling individuals to manage emotions by altering

850 these thought patterns (Main, 2022). In addressing English-speaking anxiety,

851 CBT helps identify negative language-related thoughts, replacing them with

852 realistic, positive ones. It offers coping strategies like communication skills,
 23

853 language learning techniques, and relaxation methods, aiding individuals in

854 handling language challenges. Positive feedback and building self-efficacy are

855 also highlighted, boosting motivation and confidence in using English for an

856 enhanced language learning experience.

857 In this study, cognitive-behavioral theory provides a framework through

858 which one can investigate the coping strategies utilized by sixth-grade students

859 to deal with their anxiety related to speaking English. This theoretical perspective

860 places significance on the acquisition of effective coping mechanisms aimed at

861 transforming detrimental thought patterns and diminishing anxiety-triggering

862 actions. By analyzing and interpreting these strategies, viable recommendations

863 can be proposed to mitigate anxiety positively and constructively effectively.

864 Conceptual Framework

865 This figure comprises different indicators and contributing factors of

866 English-speaking anxiety among Grade 6 students. In the initial quantitative

867 phase, the researchers aim to determine the level of English-speaking anxiety

868 among Grade 6 students, which includes five indicators: communication

869 apprehension, test anxiety, fear of negative evaluation, fear of making mistakes,

870 and negative attitudes towards English-speaking classes. English-speaking

871 anxiety, a specific type of social anxiety, is widespread among non-native English

872 speakers who are learning or using English as a second or foreign language.

873 In this study, communication apprehension (CA) is related to anxiety in

874 social situations that require language use, especially in public speaking. Test
 24

875 Anxiety (TA) involves worrying about performing poorly in evaluations, such as

876 exams or presentations. Fear of negative evaluation (FNE) describes students

877 avoiding situations where they might be negatively evaluated due to low self-

878 esteem and self-perception issues. Fear of making mistakes refers to students'

879 anxiety when they worry about making errors in their English language learning.

880 A negative attitude towards English-speaking classes refers to a generally

881 pessimistic or unfavorable outlook that students may have regarding their

882 English-speaking classes.

883 Subsequently, we transitioned to the qualitative phase of our study. In this

884 phase, the qualitative data will undergo thematic analysis to identify students'

885 coping strategies with English-speaking anxiety. The supporting theory, the

886 cognitive-behavioral theory, also aligns with this Framework. The theory focuses

887 on changing negative thoughts and behaviors and replacing them with realistic

888 coping strategies. The researchers would like to investigate the coping strategies

889 of Grade 6 students.

890 Afterward, the researchers integrated the quantitative and qualitative data

891 to comprehensively understand English-speaking anxiety and its coping

892 strategies among Grade 6 students. This integration involved corroborating the

893 anxiety levels identified in the quantitative phase with the coping strategies

894 discovered through thematic analysis in the qualitative phase. By doing so, the

895 study aims to provide a view of the prevalence of English-speaking anxiety and

896 the practical methods students use to manage it.

 25

897 According to the theory, addressing English-speaking anxiety offers

898 coping strategies such as communication skills, language learning techniques,

899 and relaxation methods, which aid individuals in handling language challenges.

900 Positive feedback and building self-efficacy are also highlighted, boosting

901 motivation and confidence in using English for an enhanced language learning

902 experience.

903

904

905 Statement of the Problem

906 This study aimed to investigate English-speaking anxiety among Grade 6

907 students. It examines the various factors contributing to their anxiety and

908 explores how these students address and cope with their anxiety in the context of

909 speaking English in school. Specifically, the study sought to answer the following

910 questions:

911 1. What is the level of English-speaking anxiety among Grade 6 students in

912 terms of:

913 1.1. Fear of negative evaluation,

914 1.2. Communication apprehension,

915 1.3. Test anxiety,

916 1.4. Fear of making mistakes, and

917 1.5. Negative attitude towards English-speaking class?

 26

918 2. How do the Grade 6 students address their English-speaking anxiety in terms

919 of:

920 2.1. Fear of negative evaluation,

921 2.2. Communication apprehension,

922 2.3. Test anxiety,

923 2.4. Fear of making mistakes, and

924 2.5. Negative attitude towards English-speaking class?

925 3. How do quantitative data corroborate with the qualitative data?

926

927

928

929

930

931

932 Level of English-

Coping strategies of
speaking Anxiety
Grade 6 students in
933
terms of:
 Communication
apprehension  Communication
934
 Fear of apprehension
negative  Fear of
935 evaluation negative Data Integration of
 Test anxiety evaluation Quantitative and
936
 Fear of making  Test anxiety Qualitative
937 mistakes  Fear of making
 Negative mistakes
938
attitude  Negative
towards attitude towards
English- English-
speaking speaking
classes classes
 27

939

940

941

942

943

944

945 Figure 1. Conceptual Framework of the study

946

947

948

949

950 Chapter 2

951 METHODOLOGY

952 This chapter outlines the researchers' systematic methods to collect,

953 arrange, and analyze the necessary data. This section of the study covers the

954 research design, research instrument, respondents of the study, the data

955 gathering procedure, and data analysis that the researchers utilized to achieve

956 the purpose of this research paper, which is to explore the experiences of

957 students with English-speaking anxiety.

958 Research Design

959 This study employs a mixed-method research design, particularly an

960 explanatory sequential design. Considering this, the study will be conducted to
 28

961 explore the experiences of students with English-speaking anxiety. Explanatory

962 Sequential Design is a two-stage process in which quantitative data is first

963 gathered and evaluated, then qualitative data is gathered and examined

964 considering the quantitative findings. The quantitative data are explained using

965 qualitative data (Creswell, 2018).

966 This method aims to better understand the quantitative database using

967 follow-up qualitative data. The study will focus on the content goal. An

968 explanatory sequential mixed methods approach collects quantitative data first,

969 then uses in-depth qualitative data to explain the results. The researchers utilized

970 this research design for the sequential explanatory mixed-method research

971 design, which offers a robust and versatile approach to conducting research. Its

972 integration of qualitative and quantitative data ensures a comprehensive

973 understanding of complex research questions, leading to more informed and

974 meaningful outcomes with practical implications.

975 In this study, the researchers obtained quantitative data from the survey

976 questionnaire results, and for qualitative information, they collected data through

977 in-depth interviews conducted following the analysis of the survey questionnaire

978 responses. Furthermore, Creswell et al. (2003) stated that an explanatory

979 sequential design's primary aim is to employ narrative data to explain or interpret

980 numerical findings, mainly when unexpected. Figure 2 shows the flow chart

981 using the explanatory sequential design.

982

983

Quantitative Qualitative
data Follow data
collection and up collection and
analysis with analysis
 29

984

985
Interpretation
986
987

988 Figure 2. Explanatory Sequential Design Flowchart

989

990

991 Research Instruments

992 An adapted questionnaire and an in-depth interview were utilized in the

993 present study. This study used an adapted 33-item survey questionnaire from

994 Gopang et al. (2017). In the adapted questionnaire, the term 'foreign language' in

995 the original scale was replaced with 'English' to align with the focus of this study.

996 Additionally, some items were modified in terms of the terminology used.

997 The instrument was presented to a panel of examiners to ensure the

998 item's suitability. Afterward, it was submitted to a group of specialists to validate

999 the items in the instrument. Expert views were taken into consideration and

1000 integrated into the final approval of the aforementioned document. This ensures

1001 that the questionnaire variables are reliable and yield statistically acceptable

1002 results.

1003 A 5-point Likert Scale is used for this study to describe the English-

1004 speaking anxiety of Grade 6 students in one of the schools in Tagum City.

1005 According to McLeod (2019), the Likert Scale offers five alternative responses to

1006 a statement or question, allowing respondents to indicate their level of agreement

1007 or sentiment about the issue or statement, ranging from positive to negative.
 30

1008 Respondents are required to tick within a box or blank in response to several

1009 elements related to an attitude, object, or stimulation. It is customary to treat the

1010 numbers acquired from a rating scale by computing averages or performing other

1011 mathematical operations.

1012 An in-depth interview in the qualitative phase was also conducted in this

1013 study. This was to gather detailed information to shed light on the individual's

1014 perspective, experiences, and coping strategies with their English-speaking

1015 anxiety. For the in-depth interview, selecting participants for the qualitative

1016 research phase is purposeful; participants were chosen based on their level of

1017 English-speaking anxiety to best inform the research questions and enhance

1018 their understanding of the phenomenon.

1019 In-depth interviews were typically conducted one-on-one between the

1020 researcher and the participant, creating a comfortable and confidential

1021 environment where participants could freely express their thoughts and emotions.

1022 The goal was to explore the complexities and nuances of English-speaking

1023 anxiety from the perspective of the individuals experiencing it. During these

1024 interviews, researchers use open-ended questions that are translated into their

1025 mother tongue to elicit rich and detailed responses, encouraging participants to

1026 share their experiences, triggers of anxiety, and coping strategies. The interviews

1027 were semi-structured, meaning that there was a loose guide or set of topics to

1028 cover, and the conversation was flexible and adaptive to explore new themes

1029 that arose during the interview. Additionally, researchers must develop a rapport
 31

1030 with participants, fostering a trusting relationship that encourages open and

1031 honest communication during the interview process.

1032 To enhance the study's credibility, the researchers implemented specific

1033 steps, including cross-checking the accuracy of data analysis and interpretation

1034 with the participants. This method, proposed by Creswell and Miller (2000), is

1035 valuable to ensuring the results' validity. Furthermore, the researchers compared

1036 participants' responses to validate the collected data further. The qualitative data

1037 from the In-depth Interviews will serve as additional support and validation for the

1038 primary quantitative study. This comprehensive approach helps to minimize

1039 biases and enhance the robustness of the research conclusions.

1040 Respondents of the study

1041 This research delves into the realm of English-speaking anxiety among

1042 Grade 6 students. The quantitative facet of the study employed a simple random

1043 sampling technique to select 30 respondents precisely. Conversely, the

1044 qualitative dimension will use purposive sampling, enabling a meticulous

1045 selection process for 7 participants.

1046 Table 1.
1047 Participants Profile Overview
Respondent Grade Level Age Gender
Number

IDI_1 Grade-6 12 Male

IDI_2 Grade-6 11 Male
IDI_3 Grade-6 12 Male
IDI_4 Grade-6 12 Female
 32

IDI_5 Grade-6 11 Female

IDI_6 Grade-6 12 Female
IDI_7 Grade-6 11 Male
1048
1049 The selection of respondents and participants followed specific inclusion

1050 criteria. Firstly, participants will comprise Grade 6 students from one of the

1051 schools in Tagum City, aged 11–12 years, who will demonstrate a willingness to

1052 engage in both the survey questionnaire and in-depth interview. To ensure

1053 diverse insights, the study encompassed participants displaying varying degrees

1054 of English-speaking anxiety—low, moderate, and high. Individuals with known

1055 speech disorders will be excluded. Crucially, availability during the data collection

1056 period will also factor into the inclusion criteria. Through these criteria, this study

1057 aims to accomplish a holistic exploration of English-speaking anxiety experiences

1058 among Grade 6 students.

1059 For the quantitative data collection of the study, a survey questionnaire

1060 was administered to the 30 participants. The results obtained from this

1061 questionnaire assisted the researchers in selecting individuals for the in-depth

1062 interviews. On the other hand, for the qualitative aspect of the study, the

1063 researchers will conduct In-depth Interviews (IDI) with the respondents to delve

1064 deeper into their experiences concerning and coping mechanisms with English-

1065 speaking anxiety. Before commencing the study, the researchers distributed the

1066 parental consent forms. Once they received parental consent, the students

1067 received the assent form. This process ensured that parents voluntarily permitted
 33

1068 their children to participate and allowed the students to decide whether they

1069 wanted to participate in the study.

1070 The In-depth Interview phase of the study involved fewer participants, as

1071 the goal was to gather detailed and comprehensive responses. The researchers

1072 used the purposive sampling technique to select seven individuals from the initial

1073 pool of 30 respondents for the interviews to ensure a representative sample. This

1074 approach enabled the researchers to obtain valuable insights and individual

1075 perspectives about the mean result. Moreover, the advantage of judgment

1076 sampling in this context is that it allows the researcher to target specific cases or

1077 participants who can provide rich and relevant qualitative data to help explain or

1078 elaborate on the quantitative findings. The researchers enhanced their

1079 understanding of the research question by selecting participants based on their

1080 potential to offer valuable insights. They provided a more comprehensive and

1081 meaningful interpretation of the mixed-method results.

1082 Data Gathering Procedure

1083 In this mixed methods study, our primary focus is exploring English-

1084 speaking anxiety. The researchers sought to ascertain the extent of this anxiety,

1085 identify the factors that contributed to it, and gain deeper insights into the

1086 strategies employed by individuals to address this issue. In gathering the

1087 necessary data for this study, the researchers underwent the following

1088 procedures:
 34

1089 Validation of the Survey Questionnaire. The validation process for the

1090 adapted survey questionnaire, comprising 33 questions, was carefully conducted

1091 to ensure reliability and effectiveness in gauging English-speaking anxiety among

1092 Grade 6 students. The researchers assessed each question's clarity, relevance,

1093 and comprehensiveness through rigorous procedures. Feedback from experts

1094 from the field of education was solicited to refine the questionnaire further. The

1095 survey questionnaire was also translated into their mother tongue to help them

1096 understand what they read and get honest responses.

1097 Pilot testing. The pilot testing of the study is conducted to get the data

1098 collection process going, offering an opportunity to fine-tune the research

1099 instruments and procedures. During this phase, the researchers employed a

1100 precise sampling method, selecting 30 respondents using a simple random

1101 sampling technique and collecting data through an adapted survey questionnaire.

1102 Their Input enabled the researchers to identify and rectify any confusion in the

1103 questionnaire, ensuring that it effectively captured the nuances of the English-

1104 speaking anxiety experienced by students. Moreover, the pilot testing phase

1105 allowed for the refinement of the interview protocols, ensuring that the

1106 subsequent in-depth interviews would be conducted smoothly and systematically.

1107 Development of Interview Protocol. The researchers developed interview

1108 questions to explain quantitative results and ensure the interview procedure was

1109 systematic and conducted fluently. This protocol addressed all aspects of

1110 conducting the interviews, including prompts for obtaining parental consent and
 35

1111 advisor approval and reminders for gathering relevant information about the

1112 English-speaking Anxiety of Grade 6 students. This is to ensure consistency

1113 across participants. The researcher asked all participants the same set of

1114 questions to guarantee clarity and comprehension. This study was conducted

1115 during the school time of the academic year 2024.

1116 Conducting In-depth Interviews. The interviews aimed to identify the

1117 factors contributing to their anxiety and the coping strategies they used to

1118 manage it. In this phase, purposive sampling was utilized to select seven

1119 individuals representing diverse experiences. To avoid interrupting their classes,

1120 the students were interviewed during their free time. Consistent open-ended and

1121 follow-up questions were asked to ensure consistency, clarity, and

1122 comprehension across participants. Each interview was recorded and transcribed

1123 for thorough analysis, ensuring that no nuanced details were overlooked.

1124 Data Analysis and Interpretation

1125 This study aimed to explore the experiences of students with English-

1126 speaking anxiety. In analyzing the data, the researchers utilized mean in

1127 quantitative and thematic analysis in qualitative.

1128 According to Hurley (2022), the mean, commonly known as the average,

1129 is calculated by dividing the total number of values in a sample by the number of

1130 values in your sample data. The mean is a fundamental and extensively used

1131 statistical metric in quantitative research that indicates the average of a set of

1132 numerical data. It is determined by adding up all the values in the data set and
 36

1133 dividing the overall number of data points by the total number of data points.

1134 Furthermore, the mean reflects a typical or average value in the data collection,

1135 providing a measure of central tendency. It assists researchers in determining

1136 the most likely value around which the data tends to cluster. This is important

1137 when working with massive datasets with a wide range of values.

1138 Moreover, Braun and Clarke (2006) suggested that thematic analysis,

1139 known for its conceptual flexibility, serves as a robust method for uncovering,

1140 characterizing, and comprehending intricate patterns (themes) within a collection

1141 of data. This method stands suitable for any qualitative study delving into

1142 multifaceted research inquiries. Particularly, this analytical approach proved

1143 fitting for scrutinizing participant responses concerning their encounters during

1144 the intervention.

1145 Thematic analysis, as a qualitative research technique, entails the

1146 systematic arrangement and examination of complex datasets. Its primary goal is

1147 to unveil underlying themes that encapsulate the narratives embedded within the

1148 data. This meticulous process involves a thorough reading and revisiting of

1149 transcribed material to identify emerging themes. Through systematic coding and

1150 categorization, researchers can discern patterns and relationships that might

1151 initially elude detection. The rigorous application of thematic analysis, as

1152 highlighted by Nowell et al. (2017), can yield valuable and reliable findings.

1153 This technique proves especially beneficial in exploring complex social

1154 phenomena, where understanding requires consideration of multiple

1155 perspectives and nuanced experiences. Thematic analysis serves as an

 37

1156 indispensable and effective tool in qualitative research, providing researchers

1157 with a structured approach to analyze, interpret, and present the various

1158 subjective viewpoints inherent in qualitative data. It aids in uncovering meaning

1159 and generating novel insights that can inform theory, practice, and policy across

1160 diverse disciplines.

1161 Consequently, thematic analysis enriches the depth and breadth of

1162 qualitative research, offering profound insights into the intricacies of the human

1163 experience. Its systematic approach facilitates the extraction of meaningful

1164 narratives, contributing to a deeper understanding of the phenomena under

1165 investigation.

1166 The 30 questionnaires were distributed and later collected with the

1167 assistance of the student’s classroom adviser. This procedure took place on

1168 February 26, 2024. The data from the questionnaire were collected and

1169 calculated based on a Likert scale ranging from 5 = Strongly agree, 4 = Agree, 3

1170 = Neutral, 2 = Disagree, and 1 = Strongly disagree. The responses were

1171 carefully analyzed to identify patterns and trends in the participants' opinions.

1172 The details determining the maximum and minimum amounts on the Likert Scale

1173 are presented in Table 2 below.

1174 Table 2.
1175 The range of the 5-point Likert scale
1176

Rage on means Interpretation Description

4.50 – 5.00 Very High This means that the
individual
 38

experiences a very
high level of anxiety
when speaking in
English.
3.50 – 4.49 High This means that the
individual
experiences a high
level of anxiety when
speaking English.
2.50 – 3.49 Moderate This means that the
individual's English-
speaking anxiety
level is moderate.

1.50 – 2.49 Low This means that the

individual
experiences some
level of anxiety when
speaking English, but
it is not very
significant.
1.00 – 1.49 Very Low This means that the
individual does not
experience any
anxiety when
speaking English.
1177 Source: Kastilong & Bawengan (2018), retrieved from:
1178 https://ojs.unm.ac.id/teflin65/article/download/6250/3576

1179 Trustworthiness of the Study

1180 Trustworthiness refers to the extent to which a study's findings,

1181 interpretations, and conclusions can be considered credible, reliable, and valid.

1182 Unlike quantitative research, which focuses on numerical data, qualitative

1183 research involves collecting and analyzing non-numerical data, such as

1184 interviews, observations, and texts. Trust is crucial in qualitative research due to

1185 its subjective nature, as it helps establish the credibility and usefulness of the
 39

1186 findings. According to Lincoln and Guba (1985), there are four main criteria for

1187 trustworthiness in qualitative research:

1188 Credibility refers to the extent to which the study's findings are believable

1189 and accurate. It pertains to the believability of the research findings (Lincoln &

1190 Guba, 1985). To enhance credibility, researchers will establish a clear and strong

1191 link between the data collected and the interpretations made. This can be

1192 achieved through techniques such as adequately selecting the participants, using

1193 in-depth interviews and thematic analysis to analyze the data gathered,

1194 triangulating data sources, ensuring the honesty of the participants, employing

1195 iterative questioning in data collection dialogues, conducting member checking,

1196 and using a sequential explanatory mixed-method research design to maintain

1197 credibility.

1198 Transferability refers to the extent to which the findings of a study can be

1199 applied or generalized to other contexts or populations. In this case, “other

1200 contexts” can mean similar situations, similar populations, and similar

1201 phenomena (Morse, 1995). To enhance transferability, researchers will provide

1202 rich and detailed descriptions of the research context, methods, and participants,

1203 allowing future researchers to assess the applicability of the findings to their

1204 situations.

1205 Dependability is similar to reliability in quantitative research and refers to

1206 the consistency and stability of the findings over time and across researchers

1207 (Lincoln & Guba, 1985). To ensure dependability, researchers will thoroughly

1208 document the research processes, providing a clear and detailed description of
 40

1209 the research methods. This will enable others to replicate the study or assess the

1210 decision-making involved in data analysis.

1211 Confirmability relates to the objectivity and neutrality of the research

1212 findings. It is the extent to which the study's findings are not due to the

1213 researcher's biases or interpretations (Morse, 1995). The researchers are aware

1214 of their biases and take steps to minimize their impact on data collection and

1215 analysis. Transparently documenting the research process and decisions made

1216 during data analysis can help ensure confirmability.

1217 This can be achieved by using an audit trail to document the research

1218 process. An audit trail in qualitative research is a record of the research process

1219 that can be used to track the researcher's decisions and ensure that the findings

1220 are not due to bias. The audit trail should include the research design and

1221 methodology, data collection and analysis, and the researcher's reflections.

1222 Ethical Considerations

1223 The researchers were committed to upholding ethical standards

1224 throughout the study. They implemented measures to safeguard against any

1225 manipulation or distortion of the data and prioritized the protection of privacy

1226 and anonymity for all participants or subjects involved. Additionally, the

1227 researchers ensured accountability for the information and data collected

1228 during the study. Before conducting the study, they adhered to a set of ethical

1229 principles to guide their actions and decisions:

 41

1230 Permission to conduct the study. Approval to conduct the study was sought

1231 by sending a letter to the Dean of the College of Teacher Education and

1232 Technology (CTET) through the BEED program head, Department of Education

1233 Division of Tagum City, and the School Principal.

1234 Confidentiality. The researchers secured the participants' information through

1235 a coding system. The researchers took careful measures to protect the

1236 identities of participants throughout the entire research process.

1237 Informed Consent. The researchers took measures to secure informed

1238 consent by providing comprehensive information to students and parents

1239 regarding the study's objectives, methodologies, potential limitations, and

1240 benefits. Parental consent was obtained by signing the parent consent form,

1241 while participants acknowledged their agreement by signing the assent form.

1242 Furthermore, participants were thoroughly briefed on the research process,

1243 including its goals, objectives, and other pertinent details, ensuring a clear

1244 understanding of their involvement.

1245 Anonymity. The researchers committed to non-disclosure of any information

1246 on these individuals. Protecting participants' identities was a paramount

1247 consideration in the study.

1248

1249
 42

1250 Chapter 3

1251 RESULTS AND DISCUSSION

1252 This chapter presents the study's results and the findings of the

1253 discussion. The presentation of the findings follows the statement of the

1254 problems. The first part of the discussion examines the quantitative data

1255 gathered from the respondents using a survey questionnaire. The second part

1256 discusses the qualitative data collected from the in-depth interview. The last part

1257 used mixed-methods data analysis to interpret and future analyze the results.

1258 Stemming from applying the sequential explanatory mixed methods

1259 approach, this chapter is organized into two main sections. The first section

1260 presents the quantitative results obtained from the initial phase of the study. This

1261 section outlines the key findings derived from descriptive statistics. The

1262 quantitative findings served as a foundational exploration, providing quantitative

1263 insights into the level of English-speaking anxiety in terms of fear of negative

1264 evaluation, communication apprehension, test anxiety, fear of making mistakes,

1265 and negative attitude towards English class.

1266 The second section delves into the qualitative insights gleaned from the

1267 subsequent phase of the study. Building upon the quantitative results, this

1268 section explores the coping mechanisms of students with English-speaking

1269 anxiety. After conducting the interviews, transcribing the research participants'

1270 audio recordings was the next step. After transcribing the collected data, the
 43

1271 researcher translated their responses into English. The concepts were

1272 categorized into themes, following the categorization of codes.

1273 Quantitative Discussion

1274 Table 3 presents the level of English-speaking anxiety among the Grade 6

1275 students in terms of (1) fear of negative evaluation, (2) communication

1276 apprehension, (3) test anxiety, (4) fear of making mistakes, and (5) a negative

1277 attitude towards English class—an analysis of various anxiety indicators related

1278 to English language learning. The overall mean scores for each indicator reveal

1279 the level of anxiety experienced by learners. Indicators such as Fear of Negative

1280 Evaluation, Communication Apprehension, Test Anxiety, and Fear of Making

1281 Mistakes all have high mean scores (3.75, 3.66, 3.75, and 3.82, respectively),

1282 indicating a high level of anxiety in these areas. In contrast, the Negative Attitude

1283 Towards English Classes has a slightly lower mean score of 3.46, signifying a

1284 moderate level of anxiety. These findings highlight significant anxiety concerns

1285 among learners in specific aspects of their English-speaking skills.

1286 Fear of Negative Evaluation

1287 Table 3. particularly in the indicator of fear of negative evaluation, shows

1288 that 30 respondents garnered a mean score of 3.75. This means learners'

1289 English-speaking anxiety in terms of fear of negative evaluation is relatively high.

1290 The analysis of the mean scores highlights a significant level of anxiety among

1291 students, particularly regarding the fear of negative evaluation during English-

1292 speaking activities. The increasing mean suggests a progressive intensification

1293 of this anxiety, indicating that certain aspects of English speaking may be more
 44

1294 anxiety-inducing for students. This insight into their apprehensions provides a

1295 valuable understanding of their challenges.

1296 Table 3.
1297 Level of English-Speaking Anxiety Among the Grade 6 Students in Terms of:

Indicators Overall Mean Description

Fear of Negative 3.75 High

Evaluation

Communication 3.66 High

Apprehension

Test Anxiety 3.75 High

Fear of Making Mistakes 3.82 High

Negative Attitude 3.46 Moderate

Towards English Classes

1298

1299 These findings are consistent with Jugo's (2020) study, which suggested

1300 that Filipino learners tend to experience more anxiety when speaking a foreign

1301 language compared to writing in it. This disparity may stem from the vulnerability

1302 and self-consciousness felt when speaking in front of others, exposing their

1303 language weaknesses. Additionally, the above-mentioned study attributed this

1304 anxiety to the fear of making mistakes and receiving criticism or negative

1305 feedback, particularly in English. The prevalent perception of performance

1306 evaluation exacerbates this unease, as learners feel discomfort when corrected

1307 or evaluated in English, their target language.

 45

1308 Additionally, Wardhani and Anindyastuti (2019) also conducted a study

1309 indicating that students experience anxiety while performing speaking activities in

1310 the classroom. The study revealed that students face a fear of negative

1311 evaluation. This fear can stem from several factors, including inadequate

1312 preparation before the speech, tension from the audience, and the possibility of

1313 receiving a negative assessment from the teacher. The main reasons for these

1314 difficulties lie in the need for more practice in speaking skills, particularly in

1315 various social contexts, and limited exposure to English language usage both

1316 inside and outside the classroom. Additionally, they inevitably feel anxious in

1317 communication due to the fear of negative evaluation, which influences the

1318 image or self-identity they have developed in their native language (L1).

1319 The research findings demonstrate a notable prevalence of anxiety among

1320 students, mainly revolving around apprehension regarding negative evaluation

1321 while speaking English. This finding is consistent with the prior study by Jugo

1322 (2020), indicating that Filipino learners frequently encounter anxiety when

1323 communicating in a second language, notably English. Central to this anxiety are

1324 factors such as the dread of errors, a sense of vulnerability during public

1325 speaking, and unease regarding receiving feedback or assessments. Mitigating

1326 these anxieties is essential in fostering proficient language acquisition and

1327 bolstering students' self-assurance in English expression.

1328 Communication Apprehension

1329 Table 3 reveals that the 30 respondents had a mean score of 3.66,

1330 indicating that the learners' English-speaking anxiety regarding communication

 46

1331 apprehension is relatively high. This score suggests that students experience

1332 significant anxiety when it comes to various aspects of communicating in English.

1333 The consistent mean score of 3.66 highlights a prevalent issue of anxiety among

1334 these students, suggesting that their apprehension may hinder their ability to

1335 engage effectively in conversations. Consequently, this high level of anxiety likely

1336 affects their overall confidence and performance in English-speaking scenarios,

1337 underscoring the need for strategies to lessen their communication apprehension

1338 and improve their speaking skills.

1339 These findings underscore the prevalence of communication

1340 apprehension among students. Addressing this issue is paramount as it fosters a

1341 supportive learning environment wherein individuals feel more inclined to engage

1342 in communication activities and develop confidence in honing their language

1343 skills. The results align with the study conducted by Astuti (2020), which showed

1344 that students have a high level of speaking anxiety in Communication

1345 Apprehension; according to him, the students feel panic and anxiety when

1346 speaking a foreign language in front of the class without preparation, and they

1347 never feel confident with their efforts.

1348 Additionally, according to Shukor and Madzlan (2022), their recent study

1349 found that learners' fear of speaking unfamiliar languages results from a lack of

1350 confidence, reducing fluency improvement and increasing apprehension. Jalleh

1351 et al. (2021) emphasized the significance of understanding and addressing

1352 communication apprehension in language learning and proficiency.

 47

1353 According to a recent study, students experience significant anxiety when

1354 it comes to speaking English due to the fear of getting embarrassed. This finding

1355 resonates with research conducted by Astuti (2020) and Madzlan et al. (2022),

1356 which indicated that many students encounter feelings of panic and self-doubt

1357 while conversing in a foreign language, leading to an exacerbation of language

1358 apprehension. It is crucial to address confidence issues to improve language

1359 fluency and proficiency. This study highlights the importance of acknowledging

1360 and potentially reducing language apprehension to promote learning second and

1361 foreign languages.

1362 Test Anxiety

1363 Table 3 illustrates the level of English-speaking anxiety among grade 6

1364 participants, specifically in terms of test anxiety, with an overall mean of 3.75,

1365 which is high. This high mean score indicates that students commonly

1366 experience significant anxiety when it comes to English tests and participation.

1367 Such high anxiety levels can hinder performance and overall learning.

1368 This aligns with the study of Cherry (2020), which stated that while the

1369 level of anxiety may differ among individuals, its effect remains consistent in

1370 obstructing learning and interfering with test performance. Test anxiety and test

1371 performance exhibit a direct correlation, meaning that higher levels of test anxiety

1372 led to poorer results for students. Test anxiety can manifest both before, during,

1373 and after the test, and students might display a calm demeanor while

1374 experiencing significant anxiety when being tested.

 48

1375 Additionally, according to Bhattarachaiyakorn and Phettakua's (2023)

1376 study, a significant number of participants experienced anxiety concerning the

1377 potential repercussions of failing the English-speaking class, which falls under

1378 the test anxiety domain. Additionally, they worried that their English-speaking

1379 score would be lower than anticipated. The findings indicated that the students

1380 were experiencing a substantial level of anxiety related to the test. Similarly,

1381 Ningsih and Fatimah's (2020) study found that the fear of speaking tests was the

1382 dominant factor contributing to students' speaking anxiety. The researchers'

1383 findings indicated that students were apprehensive about the possibility of failing

1384 the speaking test, which induced anxiety among them.

1385 The study findings align with the literature of Bhattarachaiyakorn and

1386 Phettakua (2023) and Ningsih and Fatimah (2020) regarding the impact of test

1387 anxiety on learning and academic performance. Test anxiety is directly

1388 associated with reduced outcomes, manifesting both before, during, and after

1389 students undertake examinations, despite the absence of overt signs of anxiety

1390 in some participants. Therefore, both sources underscore the importance of

1391 acknowledging and mitigating test anxiety, if possible, while providing learners

1392 with requisite support to optimize their performance in English assessments. The

1393 result suggests a need for strategies like stress management techniques and

1394 practice assessments, Wang and Guan (2020) stated that emotional regulation

1395 techniques help to manage and reduce feelings of anxiety. By addressing these

1396 anxieties, educators can create a more conducive learning environment,

1397 improving confidence and academic outcomes in English classes.

 49

1398 Fear of Making Mistakes

1399 Table 3 shows the level of English-speaking anxiety among grade 6

1400 students, particularly their fear of making mistakes, with an overall mean score of

1401 3.82. This score indicates a high level of anxiety, suggesting that students, on

1402 average, experience significant fear about the possibility of making mistakes

1403 while speaking English. The result reveals a notable prevalence of anxiety

1404 related to verbal communication in English, underscoring the psychological

1405 barriers these students face. This heightened anxiety can hinder their ability to

1406 practice and improve their language skills, potentially impacting their overall

1407 academic performance and self-confidence.

1408 In line with the result, Madill's (2018) research emphasized how the fear of

1409 committing errors in front of peers and instructors induces speaking anxiety

1410 among students, consequently impeding their willingness to engage in classroom

1411 discourse. These findings indicate that fostering a supportive learning

1412 environment in classroom settings is critical to ensuring effective communication

1413 and the development of oral proficiency. As Madill (2018) noted, diverse factors

1414 contribute to this fear, notably the perceived judgment of peers regarding

1415 speaking proficiency, which exacerbates students' reluctance to talk and

1416 heightens anxiety levels. To overcome this challenge, it is necessary to refrain

1417 from singling out individuals and instead focus on creating a safe and supportive

1418 learning environment to encourage students to engage in classroom discourse.

1419 Additionally, according to a study conducted by Pratama (2018) involving

1420 students from the English Education Study Program, students enrolled in the
 50

1421 Speaking for Academic Presentation course experienced excessive nervousness

1422 when speaking in front of the class. The study found that they were overly

1423 concerned about making mistakes or being judged negatively, which led to a high

1424 level of anxiety among them regarding speaking English.

1425 These findings corroborate the conclusions drawn by Madill (2018) and

1426 Pratama (2018), which highlight the significant role played by the fear of making

1427 mistakes in contributing to speaking anxiety. Due to this fear, students hesitate to

1428 talk and are reluctant to make mistakes in public as they worry about being

1429 evaluated by their peers. This fear negatively impacts their speaking progress

1430 and overall language proficiency.

1431 Therefore, the fear of making mistakes affects students' oral proficiency

1432 development, highlighting the necessity to address this issue to ensure effective

1433 communication and foster a supportive learning environment in classroom

1434 settings. The study's findings emphasize the need for supportive learning

1435 environments that address these fears and promote a more encouraging

1436 atmosphere for language development (Nakhala, 2018; Madill, 2018; Alnahidh &

1437 Altalhab, 2020).

1438 Negative Attitude Towards English Classes

1439 Table 3 illustrates the level of English-speaking anxiety among grade 6

1440 students, highlighting their negative attitudes towards English classes, with an

1441 overall mean score of 3.46. This mean score suggests a moderate level of

1442 anxiety, indicating that many students harbor some negative feelings toward
 51

1443 participating in English-speaking activities. The consistency in the data

1444 underscores that this anxiety is a common experience among students,

1445 potentially impacting their engagement and performance in class.

1446 These results are consistent with a study by Zulfikar et al. (2019), which

1447 characterized negative attitudes as learners experiencing anxiety, struggling to

1448 find enjoyment, and quickly becoming bored with the learning process.

1449 Conversely, positive attitudes are reflected in learners showing greater interest

1450 and enthusiasm in language learning. Additionally, Inayah and Lisdawati (2021)

1451 conducted a study revealing how students' attitudes affect their speaking abilities,

1452 particularly those who prefer to avoid English-speaking activities and encounter

1453 difficulties when speaking for academic purposes.

1454 Moreover, Baykara and Aksu Atac (2021) conducted a study revealing a

1455 significant negative correlation between students' attitudes towards English and

1456 their English-speaking anxiety. The findings suggest that Turkish students tend to

1457 hold more unfavorable attitudes toward English and experience heightened

1458 levels of anxiety compared to international students, who exhibit more positive

1459 attitudes and lower anxiety levels. Moreover, despite sharing the same

1460 classroom environment, teacher, and instructional methods, students from

1461 different linguistic and cultural backgrounds display varying attitudes toward

1462 English, consequently impacting their levels of English-speaking anxiety.

1463 The study underscores the moderate anxiety levels experienced by

1464 students due to negative attitudes towards English-speaking classes. Consistent

1465 with existing literature by Baykara and Aksu Atac (2021), such attitudes can
 52

1466 precipitate anxiety during the learning process, diminishing enjoyment and

1467 engagement in class. Additionally, negative attitudes are associated with lower

1468 proficiency in speaking, as students who need more enthusiasm for speaking

1469 English often need help to fulfill academic speaking tasks.

1470 In addition, negative attitudes play a crucial role as a significant contributor

1471 to students' English-speaking anxiety levels. Thus, educators should prioritize

1472 addressing these negative attitudes to alleviate students' anxiety in English-

1473 speaking settings and activities. These findings highlight specific areas of

1474 concern that teachers should address to make English-speaking activities more

1475 engaging and productive. Understanding this moderate anxiety level can guide

1476 educators in developing strategies to create a more supportive and positive

1477 environment, thereby reducing anxiety and fostering positive attitudes toward

1478 learning English (Zulkifar et al., 2019).

1479 Qualitative Discussion

1480 Experiences of Students with English-speaking Anxiety

1481 In this study, seven (7) Grade 6 participants were interviewed to gather

1482 their experiences in English-speaking anxiety. The collected experiences of the

1483 students helped the researchers better understand how they manage and/or

1484 address their anxiety in speaking the English language. In addition, the

1485 researchers explored the coping strategies or techniques that students use to

1486 address their English-speaking anxiety. The study used a phenomenological

1487 approach to collect and analyze the participants’ experiences. The findings of the

1488 present study revealed common themes around coping strategies. These
 53

1489 insights provide a valuable perspective on how students manage their anxiety

1490 and improve their English-speaking skills.

1491 The students' responses were transcribed and translated for transcription.

1492 The process of phenomenological reduction was accomplished by finding

1493 similarities in how student participants expressed their experiences in addressing

1494 their English-speaking anxiety. After that, these patterns were analyzed to

1495 generate codes, categories, and themes, culminating in seven themes that

1496 represent the shared experiences of the seven participants.

1497 This section of the chapter answers the second statement of the problem

1498 in this study. The study allowed participants to express their experiences freely in

1499 addressing their English-speaking anxiety. The chapter concludes by mixing data

1500 from the analysis of the study's occurring themes and the quantitative data. For

1501 clarity, the following terms are used in the qualitative discussion and will guide

1502 better understanding: IDI3 – In-depth Interview (3); Q3 – Question number 3;

1503 P146 - Page 146; L 125-131 – Line 125-131.

1504 The sample IDI3 is the acronym for an in-depth interview, and the number
third
1505 3 indicates the participant. The Q3 stands for question, and the number 3

1506 indicates the 3rd question. The P146 stands for page, and 146 indicates the page

1507 number. The L125-131 stands for line, and 125-131 means the line number.

1508 Categorization of Data

1509 Researchers promptly translated the phone recordings into English

1510 following the in-depth interviews. This was done to turn the audio to text format,
 54

1511 which improved the analysis of data and employed data reduction techniques to

1512 identify recurring patterns and categorize diverse qualitative data. This approach

1513 enhanced the trustworthiness of the findings by focusing on core themes and

1514 allowed for more complicated narratives during analysis.

1515 The following steps were observed after collecting the participant's

1516 responses. First, researchers focused more on the relevant responses to the

1517 study. Second, as soon as the responses were gathered, the researchers

1518 promptly transcribed, and English translations were given. Next, the participants'

1519 responses were analyzed to generate codes and categories. They were read and

1520 analyzed multiple times to become accustomed to the data. Seven major themes

1521 emerged from the students' responses, identified as the study's findings.

1522 Figure 3 illustrates essential themes and core ideas on the experiences of

1523 Grade 6 students with English-speaking anxiety, allowing the spectator to form

1524 his conclusions. The data were read multiple times for familiarization. Data from

1525 participants' responses were then grouped based on the commonality of their

1526 experiences. Following a process of grouping data from participant responses

1527 according to the similarities in their experiences, the themes in this study were

1528 narrowed down to a few. One central theme emerged from the analysis of

1529 qualitative data: (1) Holistic Coping Mechanisms for English-Speaking Anxiety.

1530 Three categories emerged from this code: (1) Support Systems, which comprises

1531 two codes; (2) Preparation, which also comprises two codes; (3) Emotional

1532 Regulation Techniques, which comprises three codes. This category follows the

1533 students' experiences in addressing their anxiety in English-speaking. Seven

 55

1534 codes emerged from the data collected on the experiences of the study

1535 participants, as presented in Figure 3: (1) support from the teacher, (2) support

1536 from peers, (3) advance reading, (4) rehearsal, (5) managing nervousness, (6)

1537 staying calm, (7) maintaining focus.

1538 Theme 1. Coping Mechanisms for English-Speaking Anxiety

1539

1540 The Grade 6 students often experience anxiety in speaking English.

1541 However, the findings suggest that most of the students cope with this anxiety

1542 requires a combination of internal and external factors in which they employ self-

1543 management techniques and have a solid social support system in place. This

1544 theme highlights the importance of creating an educational environment that

1545 promotes self-reliance and a strong sense of community. Combining these

1546 approaches can significantly reduce English-speaking anxiety, leading to more

1547 active participation, improved communication, and a greater understanding of

1548 confidence among students. There are three (3) categories under this area:

1549 Support Systems, Preparation, and Emotional Regulation Techniques.

1550 Kalsoom et al. (2020) highlighted that anxiety when speaking English can

1551 negatively impact students’ willingness to participate in classroom discussions.

1552 However, their research indicates that social support (external), particularly form

1553 teachers and peers, can significantly reduce anxiety. the results suggest that

1554 when students receive more social support, their willingness to engage in

1555 classroom activities increases, leading to a noticeable decrease in English-

1556 speaking anxiety.

 56

1557
1558
1559
1560
1561
1562
1563
1564
1565
1566
1567
1568
1569
1570
1571
1572
1573
1574
1575
1576
1577
1578
1579
1580
1581
1582

1583 Figure 3. Emergent Theme, Categories, and Codes in the Coping Strategies of
1584 Grade 6 students.
1585

1586

1587
 57

1588 Moreover, additional research by Abrar et al. (2022) supported these

1589 findings, suggesting that students also rely on self-management strategies to

1590 cope with language-related anxiety. According to the study, participants revealed

1591 that self-practice and engaging in calming activities helped them feel more

1592 confident and prepared. These self-management strategies, such as maintaining

1593 a calm demeanor and practicing with a positive attitude, were identified as

1594 effective in reducing anxiety and promoting a greater willingness to speak

1595 English in class.

1596 The interplay between self-management (internal) and social support

1597 (external) creates a holistic approach to coping with English-speaking anxiety,

1598 illustrating that these are crucial for reducing anxiety. In connection with the study

1599 of Pabro-Maquidato (2021) where she pointed out that the students’ initiatives

1600 and the constructive feedback from teachers increased their confidence and

1601 enable them to cope with their English-speaking anxiety.

1602 Category 1. Support Systems

1603 This category discusses how peers and teachers can provide the

1604 necessary support to help students with speaking anxiety succeed. Two (2)

1605 codes are generated under this category: support from peers, and support from

1606 teachers.

1607 This emphasizes the essential support that students with English-speaking

1608 anxiety receive from their classmates and teachers. In the classroom, peers are

1609 actively involved in providing emotional understanding, moral support, and

 58

1610 practical assistance to their anxious peers. The data collected supports

1611 Bandura's research, as referenced by Puyod (2020), which suggests that

1612 teachers can provide comfort and help students develop a sense of personal

1613 effectiveness, reducing academic or speaking anxiety. Furthermore, Ansong et

1614 al. (as cited by Puyod, 2020), stated that classmates can offer informal support

1615 and directly engage with their peers in various informal settings, especially within

1616 the school environment. Torsheim et al. (2020) also noted that with adequate

1617 support, anxiety levels can decrease. When classmates show their support,

1618 individuals feel cared for and valued, fostering a sense of belonging,

1619 appreciation, and mutual responsibility within a communication network.

1620 Support from Teachers

1621 Participants in the study described how they felt less anxious when they

1622 received positive reinforcement from teachers for their participation in English-

1623 speaking activities. The sense of accomplishment that came from providing

1624 correct answers, along with giving clues during recitation from teachers, played a

1625 significant role in boosting their confidence and reducing their anxiety.

1626 Some of the participants revealed support from teachers can be significant

1627 in the student’s participation in class leading them to be more active in English

1628 classes.

1629
1630 “Kanang pag mag answer kog eninglish kay iya kong gina
1631 tando-tandoan unya kanang iya kong gina suportaan kapag mag
1632 istorya ko unya kanang mga mali nako na answer kay iyang
1633 correctionan iyang iistorya ang tama. “
 59

1634 Whenever I answer in English, she nods at me and supports

1635 me when I speak. If I make mistakes in my answers, she corrects
1636 me and tells me the right answer. IDI2-Q6-P152-L271-275
1637 IDI3 also stated:
1638 “Kanang kintahay no ginapa-recitation ko ni Ma’am tapos dili
1639 ko kasumpay kay siya ang musumpay maong dako kaayog
1640 tabang siyag tabang sa akoa.”
1641 Whenever Ma'am calls on me for recitation and I cannot
1642 continue, she helps by continuing for me, which is a huge help to
1643 me. IDI3-Q6-P152-L293-298
1644
1645 IDI4 and IDI7 added:
1646
1647 “Kintahay ma’am no tawagon ko unya muingon ko nga “diko
1648 ma’am kay di jud ko ana ka answer” kay kuan man gud ma’am
1649 ginaiwasan jud nako ang mag oral nami kay mahadlok jud ko
1650 basta oral na. Pero kaisa niingon si ma’am nga “kaya na soy, awa
1651 lang ang notebook unsa ang lesson unya basaha” tapos usabon
1652 niya ang question sa ako tapos muana siya nga “kung kana gud
1653 insoy, ingana, kana” unya makasabot nako unya mubasa dayon
1654 ko sakong notebook. Mao to maka answer ko.”
1655 Let's say, ma'am, calls on me and I say, 'I cannot, ma'am,
1656 because I do not know the answer,' and then ma'am says, 'You
1657 can do it, just look at your notebook, see what the lesson is, and
1658 read it.' Then she repeats the question to me, and she says, 'If it
1659 is like that, look, like this.' Then I understand and immediately
1660 read my notebook. That is how I'm able to answer. IDI4-Q6-
1661 P152-L283-288
1662
1663 “Tabangan ko ni teacher kung mamali ko paglitok sa English
1664 tudluan ko niya unsaon ang pagtama ug litok. Ginatabangan sad
1665 ko niya unsaon pag-plastar sa grammar tapos maminaw ko
1666 maam.”
1667 The teacher helps me when I make mistakes in speaking
1668 English, she teaches me how to correct pronunciation. She also
1669 assists me in improving my grammar skills, and I listen to her,
1670 ma'am. IDI7-Q6-P152-L305-310
1671

1672 Furthermore, it was stated that positive feedback can make the student

1673 becomes more willing to participate, and that successfully answering questions

1674 leads to happiness and a sense of accomplishment, as evident in the statement:

 60

1675 “Kanang mag hands up naka sa time na mag pa answer na

1676 si maam, unya pag tama akong kuan kay malipay nako ato, unya
1677 okay na, okay na, wala na akong ka kulba ato sakong sarili.”
1678 That time when raise my hand, when the teacher asks
1679 questions, and then if I get the right answer, I feel happy and I do
1680 not feel nervous at all. IDI1-Q3-P147-L 113-117
1681
1682 A participant explained that hearing positive feedback from a teacher

1683 helped reduce the fear of speaking in English:

1684 “Ginasabot nako ang question maam kay huna-huna nako

1685 bago ko maginenglish kay huna-hunaon sa nako ug tama ba
1686 akong English kay maulaw ko kataw-an. Ug muingon si maam ug
1687 tama akong tubag kay mawala-wala akong kahadlok.”
1688 I understand the question first, ma'am because I think I
1689 will be embarrassed if they laugh at me before I speak English.
1690 And if my teacher says that my answer is correct, that is the time
1691 that I feel less fear. IDI6-Q1-P146-L 43-49
1692
1693 IDI7 also added:
1694
1695 “Katong ka isa maam na nangutana si Teacher tapos
1696 nervous kay ko ato kay dili man ko ready na matawagan ko kay
1697 basin ma-judge ko ni ma’am or kataw-an ko sakong mga
1698 classmates. Sus, nag-putol-putol man akong istorya may gani
1699 gihulat ko ni Teacher mahuman ug gi-alalayan ko niya like gina
1700 sumpayan niya akong idea. Ipagawas jud nako ug unsay naa sa
1701 akong huna-huna.”
1702 That one time, ma'am, when the teacher asked a question, I
1703 was very nervous because I was not ready to be called on. My
1704 speech was stammering, but thankfully, the teacher waited for me
1705 to finish and helped me by continuing my ideas. IDI7-Q3-P149-L
1706 158-165
1707

1708 IDI5 also emphasizes that giving points as a positive reinforcement can

1709 reduce their English-speaking anxiety and promoting positive learning

1710 environment:

1711 “Kanang ginabalik-balik nila ilang gi discuss para maka-

1712 sabot lang mi. Ug mangutana mi unsay pasabot sa iyang giingon
1713 kay ipasabot jud niya sa amo. Tapos magahatag sad siya ug
1714 points maam basta mag answer mi nya dili na kayo kulba ana.”
 61

1715 They keep repeating what they discuss just to make us

1716 understand. And when we ask for the meaning of what they said,
1717 they really explain it to us. Then, she also gives points ma'am
1718 whenever we answer, so it is not too nerve-wracking anymore.
1719 IDI5-Q6-P152-L 292-297
1720 Another participant shared a similar experience, stating that giving clues if

1721 the students don’t know the answer can make them feel supported by the

1722 teacher's approach.

1723 “Ano naga hatag siyag mga clues unya, tawag anang
1724 mag hatag siyag clues unya tawag anang dili, unya hatag siyag
1725 clue unya kanag gina encourage ko niya nga kanang kaya mo
1726 yan, kaya mo yan unya nga kabalo ka sa answer, nya pag naa
1727 koy mali na answer kay iyahang gina istorya ang tama, unya gina
1728 tabangan ko niya unsaon na pag answer sunod nga mao na ing-
1729 ana ana mao rato pag ma time Nanako na mu answer kay dili na
1730 nako mamali akong mga gipang istorya”
1731 The teacher will give you clues and then she encourages
1732 me and tells me that I can do it, and then if my answer is wrong,
1733 she will say the right answer, and then she will help me how to
1734 answer and that is it when it is my time to answer I will get the
1735 right answer. IDI1-Q6-P151-L 261-266
1736
1737 This sentiment demonstrates how achieving even small victories can lead

1738 to a significant reduction in anxiety, reinforcing the importance of positive

1739 experiences in building self-confidence. Pajares and Schunk (2019) stated that

1740 feedback and comments of the teacher may influence students’ self-efficacy.

1741 Furthermore, one participant also shared that they rely on feedback from

1742 teachers to correct their mistakes.

1743 “Maghunahuna then mag answer nalang ko ug unsay naa

1744 sa akong utok. Pag mali ko maam maghilom nalang ko ug
1745 maminaw nlng ko ni teacher ug unsay tama na answer para
1746 masabtan nako.”
1747 I will think and then just answer what is on my mind. When I
1748 am wrong, ma'am, I keep quiet and listen to the teacher and what
1749 is the correct answer so I can understand. When I get home. IDI7-
1750 Q1-P146-L 50-57
 62

1751

1752 This reflection suggests that learning from mistakes is part of the process

1753 and that accepting corrections without fear contributes to reduced anxiety.

1754 Tsiplakides and Keramida (2019) indicates that providing indirect correction,

1755 accepting the need for self-growth protection, employing teacher immediacy, and

1756 praising are also effective strategies to reduce students’ speaking anxiety in the

1757 EFL classroom.

1758 Moreover, the supportive role of teachers in providing constructive

1759 feedback appears essential to reducing anxiety. One participant noted:

1760 “Kanang ano, pakalitan lang kag kuan ingon nga ana si
1761 maam nga ikaw, unsay answer ani unya ano mag relax lang jud
1762 ka unya dili nimo I feel na makulbaa ka, human kay tawag anang,
1763 pag tama imong... mo ingon raman si maam na okay, okay rana
1764 imong answer bahalag mali”
1765 If the teacher suddenly asked me, what is the answer to
1766 this? Then I just must relax and just not feel the nervousness, and
1767 then the teacher will tell me that, it is okay, even if it is not the
1768 right answer. IDI1-Q2-P146-L 60-66

1769 This sentiment aligns with Puyod’s (2020) reference to Pajares,

1770 emphasizing that teacher support, demonstrated through feedback and guidance

1771 during interactions, enhances student performance. By reassuring students,

1772 teachers can significantly impact their self-confidence. It was further explained

1773 that teacher support is exhibited through assessments and feedback during

1774 interactions, which enhances student performance. Teacher feedback can

1775 significantly impact students' self-confidence.

1776 Additionally, Wang (as cited by Puyod, 2020), suggested that the

1777 perceived school environment, which includes support for autonomy and
 63

1778 competence, predicts future academic success. Responses from the participants

1779 highlighted that gaining feedback and learning from it, while coping with English-

1780 speaking anxiety, was essential for their growth and understanding. They

1781 emphasized the value of receiving guidance from the teacher and peers, as well

1782 as the importance of using feedback to improve their knowledge and enhance

1783 their speaking skills in English.

1784 The findings of this study are consistent with previous research which

1785 emphasized the significance of building a positive teacher-student relationship to

1786 create a helpful learning environment for students to express themselves

1787 (McCown et al. 2019; Curry & Maher, 2020). McCown et al. (2019) underscore

1788 establishing a supportive connection between teachers and students to promote

1789 language immersion. It is critical for students to feel confident while speaking in

1790 English and be free from concerns about making linguistic errors. Similarly, Curry

1791 and Maher's research demonstrates that teachers who actively engage with their

1792 students can significantly reduce speaking anxiety and improve their speaking

1793 skills. The participants in this study unveiled that the relationship between the

1794 student and teacher in the classroom is essential.

1795 Additionally, these statements are supported by Alberto and Troutman

1796 (2018), who highlighted the concept of reinforcement, which involves the

1797 presentation or removal of something immediately after a response, thereby

1798 increasing the likelihood of that response recurring. This understanding of

1799 reinforcement sheds light on how certain factors influence the development and

1800 persistence of English-speaking anxiety. Moreover, Ahmed et al. (2017)

 64

1801 emphasized the significance of motivation in the effective learning of a second or

1802 foreign language. Motivation plays a crucial role in shaping learners’ attitudes

1803 and behaviors towards language learning, ultimately impacting the ability to

1804 overcome obstacles such as English-speaking anxiety. By acknowledging

1805 motivation as a pivotal factor, educators and researchers can better address the

1806 complex interplay between psychological factors and language learning

1807 outcomes.

1808 In the responses of the participants stated above it can be seen that

1809 reinforcing prices or points to the student’s response to the teachers’ question is

1810 a method of providing positive feedback and validation. reducing the student's

1811 English-speaking anxiety, the teacher fosters a supportive environment where

1812 the student feels more confident practicing English. This support and guidance

1813 help alleviate fears, enabling the student to participate actively and improve their

1814 language skills.

1815 Support from Peers

1816 The experiences shared by students highlight the various forms of support

1817 they receive from their peers, particularly in terms of academic assistance. One

1818 prominent form of support is the encouragement and reassurance from

1819 classmates. Despite the pressure of answering questions in English class, many

1820 students find that peer support helps them feel more confident and less anxious.

1821 Furthermore, Torsheim et al. (2020) noted that perceived support from

1822 classmates fosters social acceptance and a sense of belonging.

 65

1823 The positive effects of support from teachers through feedback extend

1824 beyond teacher student interactions to peer support. Participants shared that

1825 asking classmates for help and receiving their encouragement is an important

1826 strategy to mitigate anxiety. According to Dogan et al. (2023), when peers show

1827 their support for one another, individuals are more likely to believe that they are

1828 part of a supportive community where they are heard and valued. Peer support,

1829 which includes emotional support and caring actions in classroom activities,

1830 significantly reduces English speaking anxiety by fostering confidence and

1831 diminishing feelings of judgment. Students feel encouraged and understood by

1832 their peers, leading to a decrease in speaking anxiety.

1833 IDI5 stated:

1834 “Kanang pugngan nako ang kahadlok para maka-answer ug

1835 usahay mangutana ko sa klasmet nako kay makulbaan man ko
1836 mo answer kay dili kaayo ko kabalo mo English. Sa room man
1837 gud ma’am, pagmamali lang ka sa imong pag istoryag English,
1838 makita nako ang nawng sa akong mga classmate nga murag
1839 naguba ilang nawng. Kanang mura silag muingon ug “Huh?”
1840 I will hold back my fear to be able to answer, and sometimes
1841 I will ask my classmates because I will be nervous about
1842 answering because I do not know how to speak English well. In
1843 the classroom, ma’am, when you make a mistake while speaking
1844 English, I can see the faces of my classmates like their faces get
1845 distorted. It is like they are saying “Huh?” IDI5-Q1-P145-L 36-42

1846 IDI6 also added:

1847 “Kanang tawagon ko sa akong teacher, diraa na kanang

1848 kulba na kayko na kanang patindugon kay di man gud ko hawd
1849 mag istoryag english mao to tapos mabuhat to nako na technique
1850 samtang maghuna-huna ko unsay i-answer. Tapos akong mga
1851 klasmet sad muingon na tama na imong gibuhat ug tawagon ka
1852 tindog jud bahalag magkamali-mali imong grammar. Mabawas-
1853 bawasan na akong kakulba.”
 66

1854 When my teacher calls me, I am nervous to stand up. Then,

1855 I can use those techniques while thinking about what to answer.
1856 Then, my classmates would say that they were doing the right
1857 thing. If I call to stand up, it would be okay that my grammar was
1858 wrong. It helps reduce my nervousness. IDI6-Q2-P147-L98-106
1859

1860 This finding correlates with Torsion et al. (2020), who pointed out that

1861 perceived support from classmates fosters social acceptance and a sense of

1862 belonging. This is linked to the response of IDI3, highlighted the significant

1863 impact of peer support, stating that:

1864 “Kanang kintahay patindugon ko tapos wala ko kabalo

1865 unsay… unsay English ato kay mutan-aw ko sakong classmates
1866 tas ila man kong tabangan. Tapos mao to ma-istorya nako. dili na
1867 kayko… ay confident na kaayo ko usahay, kanang matabangan
1868 ko nila.”
1869 For example, I was called to recite, and I do not know the
1870 English term of it, I take a glance to my classmates because I
1871 know they are going to help me. By that, I can recite what I want
1872 to say. I am confident because they are helping me. I am not
1873 worried anymore because their supports are effective and helpful.
1874 IDI3-Q2-P153-L 328-335
1875
1876 IDI6 also shared the support they received from her peers stating that:

1877 “Gina-cheer ko nila ug mupalakpak sad usahay pag

1878 maka answer ko ug magpa-oral si maam.”
1879 They cheer me and sometimes clap when I answer when
1880 the teacher gives oral. IDI6-Q7-P154-L 351-353
1881
1882 Additionally, participant IDI7 highlighted the experiences and the help they

1883 received with understanding questions and offer supportive feedback from peers.

1884 “Ginapasabot ko nila usahay ug unsaon pag-tubag kay

1885 usahay dili ko kasabot sa question. Tagaan ko niag clues ug
1886 ideas para makatubag ko. Palakpakan ko nila ug matama akong
1887 answer maam. Dako siyag tabang para sa akoa na ma lessen
1888 akong kahadlok muistoryag English ma’am.”
 67

1889 They sometimes explain how to answer questions

1890 because I do not understand them. They give me clues and ideas
1891 so I can answer. They will applaud me, and my answer is correct,
1892 ma'am. They helped me to ease my fear of speaking English,
1893 ma'am. IDI7-Q7-P154-L 354-360
1894
1895 Peers clapped, nudging, and peers acknowledging the correctness of the

1896 answer, while gently pointing out small mistakes indicating support from their

1897 classmates were pointed out one of the participants stated.

1898 “Kanang inig human nakog answer kay ingnon ka nila na ah

1899 naka answer siya bay unya ila kong palakpakan unya ila kong
1900 kuhit-kuhiton ingnon ko nila nga tama rato akong gi answer naa
1901 lang juy mali gamay.”
1902 When I finished answering they would say, wow he
1903 answered it well, and then they would applaud me, tease me and
1904 they would say that my answer was right. It was just some of it
1905 was slightly wrong. IDI2-Q7-P153-L 322-327
1906

1907 One participant shared an experience of receiving both verbal and

1908 physical encouragement from classmates when they were unsure of an answer.

1909 “Ano naga encourage sila nga kaya mo yan unya tawag
1910 anang hatagan ka nila answer pag sa kung wala ka kabalo sa
1911 answer unya tawag ana oy ang maestra, ang teacher kay sige ra
1912 siyag katawa naga ano siya naga encourage pud siya na sige
1913 kaya mo yan nga maka balo ra jud ka sa imong answer, unya
1914 human pag human Nakog answer sa question kay tawang anang
1915 ilaha kong I congrats nga palakpakan ko nila”
1916 They encourage me and say, you can do it, and then they
1917 will give me the right answer if I do not know the answer, and then
1918 the teacher will laugh, and also encourage me and tell me that I
1919 can do it that eventually I can answer. When I already answered
1920 the question, they congratulated me and clapped their hands.
1921 IDI1-Q7-P153-L 313-321
1922

1923 Similarly, a third participant recalled the camaraderie that developed

1924 through shared experiences and mutual aid.

1925 “Kintahay ma’am inig tindog nako mukuan jud na sila nga
1926 “insoy, basaha sa imong notebook naa na diha” kay ang uban
 68

1927 Nakong classmate’s kay kabalo man sila sa answer mao nang
1928 muana sila nga “insoy sayon raman, kaya rana, basa lang sa
1929 imong notebook”. Unya kung matama akong answer ma’am kay
1930 muana dayon sila “yehey, hawdang insoy oy”. Mao na ang
1931 support sa akong classmates’ ma’am tabangan jud ko nila kay
1932 classmate gud, tabangay jud mi.”
1933 My classmates will help me by saying that I can do it and just
1934 must read my notes. And if I got it correctly, they would give me
1935 compliments. That is what kind of support my classmates gave
1936 me. IDI4-Q7-P153-L 336-344

1937 Moreover, participants emphasized how their classmates would go

1938 beyond simple encouragement and offer practical assistance. One student

1939 mentioned:

1940 “Greatful ko kay mutabang jud sila nako, usahay

1941 ginahatagan kog nilag idea para maka-answer. Ug si “Tundag,
1942 muingon siya na “ayaw kakulba bal! kaya nimo na kay answer
1943 mana nimo.” Ug gina cheer-up ko nila.”
1944 I am great because they will always help me, sometimes
1945 they give me ideas to answer. And my friends will say, "Do not be
1946 nervous! You can do it because that is your answer” and they will
1947 cheer me up. IDI5-Q7-P153-L 345-350

1948 The experiences shared by the students underscore the vital role of peer

1949 support in academic settings. This support manifests in various ways, such as

1950 providing encouragement, reassurance, and practical assistance with answers.

1951 Students report feeling more confident and less anxious when they know their

1952 classmates are there to help. These findings highlight the significant positive

1953 impact that peer interactions on students’ academic performance and emotional

1954 well-being. This emphasizes the essential support that students with English-

1955 speaking anxiety receive from their classmates. In the classroom, peers are

1956 actively involved in providing emotional understanding, moral support, and

1957 practical assistance to their anxious peers.

 69

1958 The data collected supports Ansong et al. (cited by Puyod, 2020), stated

1959 that classmates can offer informal support and directly engage with their peers in

1960 various informal settings, especially within the school environment. Puyod's

1961 (2020) findings also stated that the responses from their study mentioned that the

1962 teacher and classmates should complement, give constructive feedback and

1963 encouragement to students with speaking anxiety and when students felt that

1964 their teacher and their classmates were supportive during the presentation, they

1965 felt comfortable and confident and would yield good performances. Torsheim et

1966 al. (2020) also noted that with adequate support, anxiety levels can decrease.

1967 When classmates show their support, individuals feel cared for and valued,

1968 fostering a sense of belonging, appreciation, and mutual responsibility within a

1969 communication network. Students' peer support in educational contexts

1970 significantly fosters emotional health and engagement among learners. This

1971 concept encompasses the assistance, encouragement, and emotional support

1972 that students offer each other, forming a network of mutual aid and

1973 understanding within the educational environment.

1974 Furthermore, Peer support is crucial in enhancing students' overall well-

1975 being. It is linked to improvements in mental health, including increased

1976 happiness, self-esteem, practical coping skills, and reductions in depression,

1977 loneliness, and anxiety. These benefits have been observed across various

1978 groups, including university students, non-student young adults, and ethnic and

1979 sexual minorities (Richard et al., 2022). These findings highlight the importance

1980 of peer support and encouragement in increasing academic interest and

 70

1981 accomplishment. Participants said that their peers helped with comprehension

1982 and problem-solving and played an essential part in boosting confidence and

1983 creating a positive learning environment.

1984 In summary, while students' peer support in educational settings is

1985 complex and multifaceted, it remains vital in promoting emotional health and

1986 engagement. Its importance is further highlighted through Social Identity Theory,

1987 especially for English Language Learners. By fostering a sense of belonging and

1988 community, peer support helps students navigate academic challenges and

1989 cultural adjustments. This support system can significantly enhance the

1990 educational experience, promote well-being, and support the overall

1991 development of students in diverse educational landscapes.

1992 Category 2: Preparation

1993 This category underscores the significant of preparation, drawing on

1994 qualitative findings that such engagement not only enhances their willingness to

1995 participate but also fosters a positive attitude especially in English classes. Two

1996 (2) codes are generated under this category: advance reading and rehearsal.

1997 Preparation is a key aspect of the learning process, particularly when it

1998 comes to speaking English (Hamzah & Irianto, 2020). In other words, enhancing

1999 language knowledge can increase students' confidence, which in turn helps them

2000 manage speaking anxiety. According to Kondo and Ling (2004, as cited by

2001 Dayamanti & Listyani 2020), preparation is one of the key strategies use to
 71

2002 reduce English-speaking anxiety when performing in front of the class. In this

2003 approach, students manage their anxiety by enhancing their learning and study

2004 techniques, which include studying diligently and creating comprehensive

2005 summaries of lecture notes. These strategies aim to boost students’ perceived

2006 mastery of the subject matter, thereby alleviating anxiety associated with

2007 language classes.

2008 Advance reading

2009 The students revealed that reading in advance prepares them for

2010 recitation, enabling active participation and readiness to answer questions.

2011 Additionally, reading to build confidence in speaking enhances students' ability to

2012 articulate their thoughts, leading to more active class participation and improved

2013 communication skills. These strategies collectively foster a more engaging and

2014 effective learning environment.

2015 A participant mentioned that reading in advance made them prepared for

2016 recitation. This is evident from the statement:

2017 “Unya bago ko mutindog ma’am, basahon nako daan ang

2018 naa sa akong notebook kay kung para matawagan ko ni ma’am,
2019 kabalo nako unsay itubag.”
2020 Before I stand up, ma’am, I read what is in my notebook
2021 so that if she calls on me, I will know what to answer. IDI4-Q2-
2022 P147-L 84-91
2023
2024 Another participant emphasized the importance of paying close attention

2025 during lessons. According to them, active listening was effective in preparing

2026 before the task.

 72

2027 “Maminaw jud ko ma’am ug tarong sa lesson, sa

2028 question para pagka ugma, ma praktisan nako ug unsa ang
2029 possible nga answer tapos confident nako nga maka-answer ko
2030 ani.”
2031 I really listen carefully, ma’am, to the lesson and to the
2032 questions so that by tomorrow, I can practice what the possible
2033 answers might be, and then I will be confident that I can answer
2034 them. IDI4-Q5-P151-149-L 230-241
2035
2036 This can be observed in the responses of IDI3:

2037 “Kanang nagabasa-basa kog dictionary sa English”,

2038 “basahon nako daan ang akong… kanang iyang ginapa-answer
2039 kay basig ako ang tawagon, ma-answeran dayon nako”
2040 I often read an English dictionary, I will read in advance
2041 her possible questions in preparation for my answer if I am to be
2042 called. IDI3-Q5-P150-L 225-229
2043
2044 Similarly, IDI4 stated that:

2045 “Unya inig kuha nako sakong notebook kay basahon

2046 nako tanan naa sa sulod unya maminaw sako kung unsay
2047 question sa akong Ma’am para kung basahon nako, kabalo ko
2048 unsa akong basahon. Kabalo ko sakong basahon mao nang
2049 kabalo sad ko sako e-answer.”
2050 Later, when I get my notebook, I will read everything
2051 inside it and listen to what my teacher's question is, so that when I
2052 read it, I will know what to read. I know what to read, so I also
2053 know what to answer. IDI4-Q1-P145-L 27-36
2054
2055 The participants shared their experiences in practicing advanced reading

2056 to reduce their anxiety to participate well in English classes. According to Pratolo

2057 and Rizkiya (2023), advanced reading is a student's attempt to gain self-control

2058 by honing their study and learning methods. Engaging in advance reading not

2059 only helps students to familiarize themselves with the material beforehand but

2060 also provides them with a sense of confidence and preparedness.

2061 Moreover, according to the findings of the research of Pratolo and Rizkiya

2062 (2023), there are five strategies that students use to reduce their anxiety when
 73

2063 speaking in English. Preparation is the first step. Preparation is a critical part of

2064 helping students become fluent speakers of English. In addition, Pabro-

2065 Maquidato (2021) found that the students experienced less anxiety when they

2066 had advanced reading for any English task. This tendency builds students’

2067 confidence in the second language.

2068 The responses from participants emphasized the significance of pre-

2069 reading to enhance classroom engagement and communication proficiency. This

2070 means that preparatory activity boosts their confidence and ability to articulate

2071 their thoughts coherently during recitations. They adopt a systematic approach,

2072 such as consulting an English dictionary or reviewing their notebooks, to

2073 anticipate and prepare their responses. Some of their responses reported that

2074 this practice helps them feel more in control during class discussions, reducing

2075 anxiety and fostering a more inclusive atmosphere. These strategies collectively

2076 enrich the learning environment, contributing to increased confidence and

2077 improved academic performance.

2078 Rehearsal

2079 The students revealed that rehearsal strategies, such as thinking

2080 beforehand, preparing to boost confidence, rehearsing at home, reading and

2081 practicing notes, building self-confidence, and engaging in self-talk, are beneficial

2082 for reducing English-speaking anxiety.

2083 A participant revealed that preparation helps boost participation and can

2084 lessen feelings of anxiety stated:

 74

2085 “Napangutana ko kaisa ma’am unya natama akong

2086 answer kay nakapangandam man ko ma’am mao na, nanawag
2087 nasab usab si ma’am sa lain. Gusto na kayko mu-answer ma’am,
2088 ningtaas najud kog kamot, ningtindog nako kay gusto najud nako
2089 muusab ug answer kay na-feel na nako na kaya na nako mu-
2090 answer nga walay kahadlok kay naka-answer naman ko unya
2091 natama mao nang diko maulaw karon mua-answer. Mao to
2092 ma’am, nalagpasan nako na ma’am di nako mahadlok mu-
2093 answer ko.”
2094 I answered once, ma’am, and my answer was correct
2095 because I was prepared, ma’am. After that, ma’am called on
2096 someone else. I really wanted to answer, ma’am, so I raised my
2097 hand high and stood up because I really wanted to answer again.
2098 I felt that I could answer without fear because I had already
2099 answered correctly once, so I wouldn’t be embarrassed to answer
2100 now. That is it, ma’am, I have overcome it, ma’am, I am not afraid
2101 to answer anymore. IDI4-Q3-P148-L 132-143
2102
2103 Another participant also revealed that being prepared is helpful in

2104 alleviating anxiety.

2105 “Ako ma’am, usahay di ko ganahan basta mag English

2106 na kay gusto man gud ni ma’am nga mag English kay practice
2107 daw na namo. Pero naay kanang time na dili nako mahadlok
2108 kanang naka prepared nako kanang naka study nako unya dili
2109 nako mahadlok sa ipa answer ni maam kay na studyhan naman
2110 to nako.”
2111 When I am no longer afraid, it is because I am prepared, I
2112 have studied, and I am not scared of answering the questions that
2113 ma'am might ask because I have already reviewed them. IDI2-
2114 Q3-P148-L118-124
2115
2116 One participant also revealed the same claim that it could boost

2117 participation when they were prepared.

2118 “Isulat sad nako usahay ang mga words na dili nako
2119 masabtan para akong e-search sa google para puhon prepared
2120 nako tapos ma praktisan nako daan.”
2121 Sometimes I also write down words that I do not
2122 understand so I can search them on Google later and be
2123 prepared, then I can practice them in advance. IDI7-Q1-P146-L
2124 52-57
2125
 75

2126 It was also revealed that listening to the teacher carefully studying at

2127 home using notes from the lesson can make students better prepared when

2128 called on by the teacher, enabling them to answer questions effectively. This is

2129 evident in the statements of IDI1, IDI2 and IDI4.

2130 “Ano, maga sulat maga study unya, ano mangutana sa

2131 mama kung tama bang pag ano pag spell pag sentence mao na
2132 pag abot sa time na mag pa answer na si maam ug mga
2133 sentence maka tubag nakog tama.”
2134 I write and study, then I ask my mother if the spelling and
2135 sentences are correct, so when the time comes for the teacher to
2136 ask us to answer sentences, I can respond correctly. IDI1-Q5-
2137 P150-L 214-219
2138
2139 Also, IDI2 revealed that studying helps reduce nervousness when asked

2140 to speak English in class.

2141 “Mag study nalang pud ko para dili na kayo ko

2142 makulbaan sa kuan mga ipa English ni maam sa akoa.”
2143 Then I study to ease my nervousness when the teacher
2144 asked me to speak English. IDI2-Q5-P151-L 220-224
2145
2146 This response suggests that studying functions as a method to reduce

2147 anxiety, allowing students to feel more confident and composed when speaking

2148 English during class activities. It reflects the idea that preparation through

2149 studying helps students overcome nervousness, thereby enhancing their ability

2150 to participate actively in English speaking tasks in the classroom.

2151 IDI4 also highlights the importance of thorough reading to understand and

2152 remember the material.

2153 “Basahon jud nako ang nakasulat sakong notebook para

2154 masulod nako sakong utok nga “ay mao ni, tam ani”. Diha nako
2155 nagka-confidence ma’am sa magbasa kog kuan. Tarungon nakog
2156 basa para makasabot ko.”
 76

2157 I really read what is written in my notebook so that it gets

2158 into my mind like 'oh, this is it, this is correct.' That's how I gained
2159 confidence, ma'am, by reading. I make sure to read carefully so I
2160 can understand. IDI4-P151-L 233-241
2161
2162 In addition, IDI7 shared a method for managing anxiety related to

2163 speaking English, which involves self-reassurance practices, specifically telling

2164 oneself that everything will be alright.

2165 “Tagaan nako akong sarili ug confidence maam pinaagi

2166 sa pag andam sakong sarili ug tabangan nako akong kaugalingon
2167 like huna-hunaon nako na “Okay lang ni”, “kaya nako ni”, “tama
2168 nani” ug muingon sad ko maam na “kaya man gani nila so dapat
2169 kayanon sad nako” bahalag kulba.”
2170 I build my confidence, ma'am, by preparing myself and
2171 helping myself by thinking 'Okay, this is fine', 'I can do this', 'This
2172 is correct'. I also say to myself, 'If they can do it, then I can do it
2173 too,' even if I'm nervous. IDI7-Q5-P151-L 252-258
2174
2175 Lastly, IDI5 emphasizes the practice of thinking of the English word before

2176 answering.

2177 “Mag-isip kog word, kanang pareha anang unsay English

2178 sa “tao” isipon sa nako daan ang English bago nako i-answer.”
2179 I think of a word, like what is the English for 'tao', I think of
2180 it first before I answer. IDI5-Q2-P147-L 92-97
2181
2182 Researchers discovered that students typically employ rehearsal

2183 strategies in their own unique ways to mitigate speaking anxiety. The rehearsal

2184 strategy, as noted by Milanrianto et al. (2023), is applied before the speaking

2185 activity begins. During this phase, students repeatedly read through the prepared

2186 speaking materials. Students engage in rehearsal by continuously reading and

2187 speaking the prepared material. According to Pratama (2018), rehearsal, a

2188 repetitive practice, helps students master language use and improve their

2189 speaking skills. Therefore, the response of the participants is compelling

 77

2190 evidence that rehearsal is crucial for students' knowledge and performance.

2191 Strategies such as thinking ahead, preparing to boost confidence, rehearsing at

2192 home, reading and practicing notes, building self-confidence, and engaging in

2193 self-talk all contribute to this success.

2194 Furthermore, research by Andriyani (2020) indicated that repetition of

2195 English words enhances the memorization of the material, effectively reducing

2196 speaking anxiety. Mastering the material thoroughly increases students'

2197 confidence in their abilities, which helps them manage anxiety. Additionally,

2198 researchers observed that participants positively responded to this strategy. They

2199 reported feeling more prepared and less anxious after repeatedly practicing their

2200 speaking material. This indicates that the rehearsal strategy not only enhances

2201 language proficiency but also boosts self-assurance, making it a valuable tool for

2202 reducing speaking anxiety among students.

2203 Category 3. Emotional Regulation Techniques

2204 Emotions are fundamental to both personal and social dynamics, and the

2205 experiences they generate can impact performance in both positive and negative

2206 ways. Because emotions have such a powerful effect, it is crucial to be conscious

2207 of these emotional experiences and explore them (Wang & Guan, 2020). There

2208 are three (3) codes generated under this category: managing nervousness,

2209 staying calm, and maintaining focus.

2210 Many students cope with their anxiety in speaking the English language

2211 through emotional regulation techniques. This helps them manage and reduce
 78

2212 feelings of anxiety when speaking English. These techniques are aimed at

2213 calming the body and mind, allowing students to gain control over their emotions

2214 in stressful situations.

2215 Emotional regulation techniques refer to the ability to adapt, manage,

2216 modify, and control the perception and expression of emotions in response to

2217 internal and external factors (Wijaya, 2021). The study of Theriana (2023)

2218 reported that the utilization of emotional regulation techniques is effective in

2219 managing English-speaking anxiety. According to her, the techniques found to

2220 help regulate students’ emotion, leading to a state of relaxation, which, in turn,

2221 allowed the students to approach speaking activities with a calmer mindset.

2222 Managing Nervousness

2223 The findings suggested that participants employed various physical

2224 activities to cope with English-speaking anxiety. these methods, while simple,

2225 served as effective ways to manage nervousness and maintain focus during

2226 English communication.

2227 One of the participants explained that they engaged in some form of hand

2228 movement like squeezing their hands. This helped to distract the mind from

2229 anxiety by giving it a simple repetitive task. They stated:

2230 “Unya magkuan-kuan ko sakong kamot magkumot-kumot

2231 kay feel nako ma’am murag mapugngan nako akong kakulba.”
2232 And then I do something with my hands, like squeezing
2233 them, because I feel, ma'am, that I can control my nervousness
2234 that way, and then I take out a notebook. IDI4-Q1-P145-L 23-36
2235
 79

2236 Similarly, another participant stated that they sometimes crumple the

2237 paper with their hands to cope with anxiety.

2238 “Tapos usahay mukuha kog papel tapos kumot-kumuton

2239 nako para mugawas akong nervous ug ma relax.”
2240 Sometimes, I take a piece of paper and crumple it to
2241 release my nervousness and relax. IDI7-Q2-P147-L 107-110
2242

2243 On the other hand, a participant mentioned raising their hands and moving

2244 them around, which was a physical activity.

2245 “Hands up unya maga luto-luto ko sa akong kamot para

2246 ma help akong strength para maka tubag kog tarung, unya dili
2247 mag putol-putol sakong mga ipang istorya nga tama”
2248 I will raise my hand and crack my knuckles to strengthen
2249 them so I can respond properly without stuttering or interrupting
2250 my speech. IDI1-Q4-P149-L 167-171
2251

2252 Similarly, another participant stated that shaking their hand and making a

2253 fist helped reduce anxiety. This repetitive physical action served as a tangible

2254 way to dispel nervous energy. This participant also mentioned pinching their skin,

2255 which could acted as a sensory distraction to focus their mind and alleviate

2256 nervousness.

2257 “Kanang i-shake-shake nako akong kamot unya mag

2258 kumo-kumo aron ma wala akong kakulba gamay. Tapos gi kusi-
2259 kusion nako akong mga panit aron mawala pud akong ka kulba.
2260 Pag mag oral si ma’am kay unya matawagan ko, sugod nakog ka
2261 hadlok ana, kanang I shake-shake nako akong kamot unya I
2262 kumot-kumot aron mawala ang akong ka kulba gamay”
2263 I would shake my hand and clench it to lessen my anxiety
2264 a bit. Then, I would pinch my skin to also ease my nervousness.
2265 When ma’am starts the oral exam and I might get called, I start to
2266 get scared. I shake my hand and squeeze it so that my
2267 nervousness lessens a bit. IDI2-Q4-P149-L 172-176
2268
 80

2269 Moreover, a participant adopts a more dynamic approach by standing up

2270 and moving their hands as if playing the piano:

2271 “Kanang mutindog man ko tapos ilihok-lihok nako akong

2272 kamot kanang mura kog magkuan sa piano tapos maghangad ko
2273 tas ilihok-lihok pud nako akong lawas.”
2274 I stand up and move my hands as if I am playing the
2275 piano, then I look up and move my body as well. IDI3-Q4-P149-L
2276 177-181
2277

2278 Another participant provided a more intense by clenching their first to the

2279 point of feeling pain. They stated:

2280 “…unya magkumot-kumot ko sakong kamot kay kung

2281 masakitan ko, mahinumduman nako kung unsa ang kuan.
2282 Magkaroon nako ug determinasyon na “mu-answer nako bay,
2283 diko mu-pass. Diko muingog wako kabalo”. Ginakumot-kumot jud
2284 nako akong kamot ma’am para mu-answer jud ko. Mao na akong
2285 ginabuhat ma’am unya mag shake-shake ko sakong kamot.
2286 Magclose-open, close-open, mao na akong ginabuhat.”
2287 I pinch and clench my hand because if I feel pain, it
2288 reminds me of, you know. I get the determination to "answer, I w
2289 will not pass. I will not say I do not know." I squeeze my hand,
2290 ma'am, to make sure I answer. That is what I do, ma'am, and I
2291 shake my hand. I open and close, open and close, that is what I
2292 do. IDI4-Q4-P149-L 182-192
2293
2294 Lastly, some participants focus on tactile methods to manage

2295 nervousness, wiping their sweaty hands on their pants and they also use a

2296 simple technique of shaking and clenching their hand to stay composed.

2297 “…ug kanang maggunit ko sa akong pantalon ug

2298 magpahid-pahid kay magbasa man akong kamot. Pag mag sige
2299 kog lihok labaw na kung mag gunit sa pantalon kay murag dili
2300 kayo ko makulbaan maong makaya nako usahay ug answer.”
2301 When I hold my pants, I keep wiping my hands because
2302 they get sweaty from being nervous. I also scratch my head. IDI5-
2303 Q4-P150-L 193-199
2304
 81

2305 “…then mag shake and kumoton nako akong kamot po.”
2306 Then I will shake and clench my hand. IDI6-Q4-P150-L
2307 200-206
2308

2309 These approaches showed that participants had developed their unique

2310 ways of managing speaking anxiety. The range of strategies from simple to more

2311 vigorous physical actions, reflected individual preferences and their ability to find

2312 comfort through physicality. The effectiveness of this technique might have lain in

2313 its ability to offer a sense of control, allowing participants to channel their anxiety

2314 into manageable and familiar routines.

2315 According to Oumano (2018), one of the effective techniques is adapting

2316 behavioral therapy which includes practicing tension-release exercises to do at

2317 their desks. Therefore, the responses of the participants are well documented

2318 stating that they do physical activities such as raising their hands, cracking their

2319 knuckles, clenching fists, and other bodily movements to help reduce or lessen

2320 the anxiety they felt in speaking the English language.

2321 The same results been discussed in the study of Sari (2019), where the

2322 author stated that out of the strategies used by the students, physical gestures

2323 and expressions were the primary way to ease anxiety when speaking. These

2324 activities were the most common methods they used to manage their

2325 nervousness during conversations. By incorporating these behavioral techniques,

2326 students can gradually overcome English-speaking anxiety, enabling them to

2327 engage more confidently in various situations. Similarly, research by Aripin et al.

2328 (2020) explored the relationship between physical movements and reduced

2329 anxiety during English speaking. The study discovered that when students feel
 82

2330 nervous or anxious while speaking, certain movements like gesturing or shifting

2331 their posture can serve as coping mechanisms. These physical cues may help

2332 boost confidence and lead to improved performance.

2333 The findings of the current study suggested that managing nervousness

2334 was an effective way of alleviating anxiety when speaking English. Despite

2335 experiencing nervousness, the participants mentioned that they were still able to

2336 answer questions. This suggested that their coping mechanism, while

2337 unconventional, did not necessarily interfere with their ability to perform

2338 academically. In fact, it might even served as a way to o regulate their emotions

2339 and maintain focus during stressful situations. Thus, it appeared to be effective

2340 for them in navigating challenging situations. This physical activity might been a

2341 way for them to release excess energy or tension brought on by nervousness.

2342 Staying Calm

2343 After analyzing participants’ responses, another strategy emerged: staying

2344 calmness. Most participants shared their experiences on how they managed to

2345 stay calm during English class. Techniques such as relaxing, deep breathing,

2346 thinking of English words beforehand, and answering slowly help remain calm.

2347 This is linked to the response of one of the participants who stated that

2348 answering slowly helped them remain calm.

2349 “…mao to gihinay-hinayan nakog answer tas na-

2350 answeran naman nako to tanan, wala nako… wala nako
2351 nahadlok. Nahapsay na akong huna-huna. Tas mao to, na-
2352 answeran na nako na wala ko nahadlok.”
 83

2353 “I slowly answered what was asked. When I successfully

2354 answered the question, it gave me peace of mind. I feel no fear
2355 answering. IDI3-Q3-P148-L 125-131
2356
2357 Similarly, another participant highlighted that feeling relaxed and thinking

2358 of English words beforehand was a coping strategy to remain calm.

2359 Mag-isip kog word, kanang pareha anang unsay English

2360 sa “tao” isipon sa nako daan ang English bago nako i-answer.
2361 Mao nay maka-feel sa ako ug relax kay kampante nko na tama
2362 akong answer.
2363 I will think of a word, like the English word of "tao." I will
2364 think of the English word first before I speak. That's when I feel
2365 relaxed because I am satisfied that my answer is correct. IDI5-
2366 Q2-P147-L 92-97
2367
2368
2369 Several participants reported using breathing techniques to calm their

2370 minds and bodies, which helps them reduce anxiety. For example, one

2371 participant frequently mentioned breathing exercises to manage anxiety in

2372 English-speaking situations, as shown in the following statements:

2373 “Ang akong ginabuhat Ma’am kung kuntahay matawag

2374 ko sakong… samong Ma’am sa English, muginhawa kog lalom
2375 kaayo Ma’am unya mu-inhale ko para dili kaayo makulbaan
2376 ma’am.”
2377 I do this when I am called on in English class. I take a
2378 very deep breath, then inhale (and exhale) to calm my nerves,
2379 Ma'am. IDI4-Q1-P143-L 23-36
2380

2381 In the different question asked by the researcher, the participant continued:

2382 “Unya ma’am, mu-inhale sako ma’am… inhale, exhale

2383 bago ko mutindog. Unya bago ko mutindog ma’am, kuhaon nako
2384 akong notebook unya mangutana ko usab kay ma’am kung unsa
2385 ang question. Paminawon nakog maayo ang question para akong
2386 basahon sa akong notebook iyang gipangutana.”
 84

2387 I inhale and exhale before I stand up, ma'am. Before

2388 standing, I take my notebook and ask again what the question is. I
2389 listen carefully to the question and read my notes to understand
2390 what was asked. IDI4-Q2-P145-L 83-91
2391

2392 These examples illustrate that breathing exercises are not only a personal

2393 coping mechanism but also a method to gather composure and refocus before

2394 engaging in English-speaking tasks. In another instance, the same participant

2395 stated:

2396 “Mag-inhale ko ma’am, exhale bago ko mutindog.”

2397 I inhale and exhale before I stand up. IDI4-Q4P147-L 182-192
2398
2399
2400 Beyond this individual, two other participants mentioned practicing similar

2401 techniques. Their comments further confirm that deep breathing is a widely used

2402 strategy to reduce anxiety.

2403 “Muginhawa kog lalom maam kanang mag inhale-exhale

2404 ko ma’am.”
2405 I take a deep breath, Ma'am, and then I do inhale-
2406 exhale." IDI5-Q4-P148-L 193-199
2407
2408 “Mag inhale-exhale maam kay makabati man ko nga ma
2409 relax akong pamati.”
2410 I will do inhale-exhale Ma’am because I feel that it relaxes
2411 me. IDI6- Q4-P148-L 202-212
2412

2413 Some participants highlighted the transformative effects of specific

2414 techniques when speaking English, such as feeling relaxed thinking of English

2415 words beforehand, and answering slowly to help maintain calmness. A significant

2416 number underscored the importance of staying calm while speaking English.

2417 According to Kristanti (2023), strategies for students to overcome their anxiety
 85

2418 when making presentations, students argue that the way they overcome anxiety

2419 is by praying, trying to stay calm, thinking positively, and making sure to study

2420 the material well.

2421 Furthermore, according to Grasha (1987, as cited in Putri et al., 2020),

2422 taking deep breaths for three to five minutes effectively reduces tension. If a

2423 person is well-prepared but still struggling with anxiety and fear, calming

2424 techniques designed to alleviate anxiety symptoms can be helpful. Students

2425 need to take a breath and calm down when speaking English. This strategy aims

2426 to reduce students' fear of speaking English in class. Given the insights from this

2427 theme, a researcher could explore the effectiveness of various calming

2428 techniques in reducing anxiety among students when speaking English.

2429 Breathing techniques refer to the ability to manage, modify, and control

2430 the perception and expression of emotions in response to internal and external

2431 factors (Wijaya, 2021). The study by Theriana (2023) reported that the utilization

2432 of breathing techniques is effective in managing English-speaking anxiety.

2433 According to her, this technique was found to help regulate students’ emotions,

2434 leading to a state of relaxation, which, in turn, allowed the students to approach

2435 speaking activities with a calmer mindset.

2436 A significant number of participants mentioned the importance of staying

2437 calm and relaxed when speaking English. Primarily, this includes deep breathing.

2438 As discussed by Tee et al. (2020) and Widhayanti (2018), the technique falls

2439 under what they call Affective strategy and is essential in language learning as it

2440 plays a crucial role in regulating learner’s emotions, sentiments, motivation, and
 86

2441 even their perspectives in language learning and are instrumental in managing

2442 speaking anxiety. One of which employing to cope with this anxiety is practicing

2443 deep breathing or meditating. In addition, Tee et al. (2020) suggested that

2444 relaxation techniques like deep breathing are generally, perceived as simple to

2445 learn, which likely leads to their widespread use.

2446 Moreover, Putri et al. (2020) found that deep breathing exercises can

2447 effectively alleviate speaking anxiety. This relaxation technique is commonly

2448 used by students to manage anxiety. According to their study, 25% of

2449 participants chose relaxation as a strategy to cope with their English-speaking

2450 anxiety. This claim was also supported by Theriana (2023) highlighted deep

2451 breathing exercises as an effective method for reducing speaking anxiety. These

2452 relaxation techniques have demonstrated a significant impact on helping

2453 individuals manage their emotions, achieve calmness, and alleviate anxiety. The

2454 study suggests that incorporating deep breathing into relaxation routines can be

2455 a powerful way to control anxiety levels.

2456 In summary, the findings of the current study illustrated how staying calm

2457 through deliberate actions such as slowing down, facing fears, achieving mental

2458 clarity, and deep breathing, could be an effective strategy for emotional

2459 regulation. The participants captured the essence of staying calm amidst a

2460 challenging situation. This suggested that staying calm could be a powerful tool

2461 in managing emotions and reducing anxiety.

 87

2462 Maintaining Focus

2463 The findings of the study suggested that students-maintained focus on

2464 something less anxiety-inducing. Intriguingly, the researchers paid attention to

2465 how the participants-maintained focus in stressful situations and what these

2466 strategies meant for maintaining focus. It came to their attention that participants

2467 employed attention-shifting as a coping strategy. The participants altered their

2468 perception of an anxiety-inducing situation by redirecting attention to less

2469 distressing thoughts or activities. Some participants coped by avoiding eye

2470 contact with the teacher, focusing on the television, or concentrating on

2471 something during recitation to reduce feelings of shyness and nervousness.

2472 Focusing on the question itself rather than external factors also helped in

2473 managing English-speaking anxiety.

2474 These were exemplified by the number of participants as evident to their

2475 statements.

2476 “Kanang dili ko mu tan-aw sa iyang nawng kanang mag

2477 focus ko sa kanang gi question ni maam, mao rato. Kay kung
2478 mutan-aw man gud ko sa nawng ni ma’am kay mawala ko
2479 kanang unsay tawag ana oy, mag sige nalang ko ug kamali
2480 maong muiwas ko sa nawng ni ma’am. Ma mental block ko ba.
2481 Maong mas maayo nga sa question rako niya mag focus. Di nako
2482 mutan aw sa iyang nawng.”
2483 That I do not look at her face, and I just focus on the
2484 question that the teacher asked, that is it. Because if I look at the
2485 teacher's face, I get lost, what is that called, I get a mental block.
2486 So, it is better that I just focus on the question. I will not look at
2487 her face. IDI2-Q1-P143-L 9-16
2488
2489 In the different question asked by the researcher, the participant continued

2490 the statement:

 88

2491 “Kanang pag tawagon ko ni maam kay dili nalang ko mu

2492 tan-aw sa iyang nawng kay maratol man ko pag mu tan-aw ko sa
2493 iyang nawng. Dili sad ko mu tan-aw sa akong mga classmate,
2494 focus nalang ko sa question na gihatag ni maam para dili kayo ko
2495 makulbaan.”
2496 Whenever the teacher calls on me, I avoid looking at her
2497 because I get nervous when I do. I also do not look at my
2498 classmates. I just focus on the question given by the teacher, so I
2499 do not feel too anxious. IDI2-Q2-P144-L 67-73
2500

2501 The student shared a strategy to manage their focus and avoid

2502 distractions caused by anxiety or nervousness. They described deliberately

2503 avoiding eye contact with the teacher to maintain concentration on the question

2504 being asked. The study by Milan (2019) identified selective attention as a

2505 strategy, that involves filtering out distractions to focus on formulating a

2506 response. The participant also avoided looking at their classmates, who could be

2507 another source of distraction and anxiety. To mitigate this issue, the participant

2508 chose not to look at the teacher’s face, instead, they concentrated better on the

2509 question. By avoiding eye contact, they managed their emotional response and

2510 maintained cognitive clarity, which enhances their performance.

2511 Another response was repeatedly mentioned by a participant that tended

2512 to focus on the television itself when asked by the teacher, as stated:

2513 “Katong gitawag ko ni Ma’am sa among recitation kay

2514 nag focus ko sa T.V. ug basa.”
2515 When my teacher called on me during the oral recitation,
2516 I focused on reading the television screen and slowly answered
2517 the questions. That made me feel more relaxed. IDI3-Q2-P144-
2518 145-L 74-78
2519
 89

2520 Similarly, a participant also revealed that they could focus more on what to

2521 answer when they ignored their surroundings. Instead, looking directly at

2522 something was very helpful. While maintaining focus on something else while

2523 speaking, it made them feel more comfortable and less conscious of being

2524 nervous about being observed.

2525 “Pukos lang ko sa akong iistorya maam ug dili maminaw

2526 sa uban klasmet na magbinuang ug istorya. Mag tan-aw sa atop
2527 kay paminaw nako maka focus ko unsa akong i-answer.”
2528 I will just focus on what I want to say and not listen to
2529 classmates who are messing around. I will look at the ceiling
2530 because it feels like I can focus better. IDI6-Q4-P148-L 200-206
2531

2532 Interestingly, one participant revealed that they made a conscious effort to

2533 direct their gaze straight ahead and avoid looking at anything or anyone that

2534 might make them nervous.

2535 “Kanang ikuan nako ang akong panan-aw kay e-straight

2536 nako kanang di ko mulantaw sa magpakulba sa akoa. Tapos ah…
2537 huna-hunaon nako akong mga classmates na mga bato para dili
2538 ko maulaw ug maka-focus ko sa akong gi answer.”
2539 When I straighten my view, I keep it straight so I will not
2540 look at anything that might make me nervous. Then, I imagine my
2541 classmates as stones so I will not feel embarrassed, and I can
2542 focus on my answer. IDI3-Q1-P143-L 17-22
2543
2544 By doing this, they prevented distractions that could triggered anxiety or

2545 reduced their focus. This visualization served to reduce pressure and fear of

2546 judgment, helping the students to stay calm and focused. The approach they

2547 used diminished the emotional impact that the presence of other might have,

2548 thus reducing anxiety and increasing their ability to concentrate on the task at

2549 hand.
 90

2550 Research supports several coping mechanisms for managing English-

2551 speaking anxiety. Maharani and Roslaini (2021) discovered that one effective

2552 strategy is attention shifting, where learners concentrate on the task itself instead

2553 of external factors that trigger English-speaking anxiety. The study was later

2554 supported by Rizkiya and Pratolo (2023) as they found that students shift their

2555 focus from stressful situations to less-inducing things, pleasant, and positive

2556 cues. Participants in the current study mentioned that they often concentrated

2557 solely on the teacher’s question or specific objects like the ceiling to manage

2558 their anxiety.

2559 These findings are consistent with the findings of Wechsler et al. (2021),

2560 which suggest that excessive self-focus during English-speaking can worsen

2561 anxiety by increasing self-consciousness about factors like perceived judgment

2562 or physical sensations. The study emphasizes the benefits of redirecting

2563 attention outwards, toward non-social stimuli in the environment to reduce

2564 anxiety. Focusing on non-social elements can help decrease anxiety and make

2565 English-speaking less stressful.

2566 Additionally, the study of Raja (2017) suggested that concentrating on

2567 objects instead of the audience can reduce speaking anxiety. By focusing on

2568 presentation materials or visual aids related to the topic, students can mitigate

2569 the stress of being judged by the audience. This shift in focus allows students to

2570 manage their anxiety more effectively and deliver with greater confidence.

2571 The findings of the study confirmed that maintaining focus helped students

2572 alleviate their anxiety when speaking English. Focusing on less distressing
 91

2573 thoughts ot activities improved the students’ performance, as they stated that

2574 such an approach was effective in reducing anxiety. Some students coped by

2575 avoiding direct eye with the teacher, focusing on the television, or concentrating

2576 on something during recitation to reduce feelings of shyness and nervousness.

2577 Focusing on the question itself rather than external factors also helped in

2578 managing English-speaking anxiety. Thus, by maintaining focus on something

2579 else while speaking, the students felt more comfortable and less conscious of

2580 being nervous about being observed.

2581 Data Integration of Quantitative and Qualitative Results

2582 Table 4 presents the integration of salient findings from quantitative data

2583 gathered from thirty respondents and qualitative data transcribed from the seven

2584 participants in in-depth interviews. As seen in the rightmost column, there is one

2585 nature of integration noted, which is the merging-confirmation of both types of

2586 data. This confirms the results of the other and provide the same conclusion.

2587 Level of English-speaking anxiety. For the level of English-speaking

2588 anxiety among Grade 6 students, the mean of the four indicators ranges from

2589 3.66 to 3.82 which denote a high level of students’ English-speaking anxiety. On

2590 the other hand, only the mean of negative attitude towards English-speaking

2591 anxiety with 3.46 denotes a moderate level of English-speaking anxiety. The

2592 qualitative data confirm the quantitative data as the participants showed positive

2593 responses on the five indicators: fear of negative evaluation, communication

2594 apprehension, test, anxiety, fear of making mistakes, and negative attitude
 92

2595 towards English-speaking classes. Hence, the nature of integration is

2596 connecting-merging confirmation.

2597 Table 4.
2598 Joint Display of Quantitative and Qualitative Results
2599

Research Quantitative data Qualitative data Nature of

Area findings findings Integration

1. level of the -Descriptive levels -Participants confirmed - Connecting,

students' of all the high English- merging
English- indicators: speaking anxiety (confirmation)
speaking results. Basing on the
fear of negative
anxiety interviews, it could be
evaluation (3.75 or
gathered that they
high),
manifested such level
communication
of English-speaking
apprehension (3.66
anxiety when equated
or high), test
quantitatively, leading
anxiety (3.75 or
them to employ coping
high), fear of
strategies.
making mistakes
(3.82 or high) and
negative attitude
towards English
speaking classes
(3.46 or moderate)

(refer to Table 3)

2600
2601 Confirmation of both data. It is shown in the table that both quantitative

2602 data and qualitative data, the nature of integration is connecting-merging

2603 confirmation. This observation holds true as the participants exhibited positive

2604 responses across the five indicators. By referencing these statements, we can

2605 better understand the reason behind the overall high level of English-speaking

2606 anxiety. The researchers selected several interview transcripts that demonstrate
 93

2607 students' English-speaking anxiety. These transcripts were collected based on

2608 the following indicators:

2609 Fear of Negative Evaluation

2610 “Katong ka isa maam na nangutana si Teacher tapos
2611 nervous kay ko ato kay dili man ko ready na matawagan ko kay
2612 basin ma-judge ko ni ma’am or kataw-an ko sakong mga
2613 classmates.”
2614 When I was called by Teacher, I felt nervous because I was
2615 not ready to be called. I was worried that Ma'am might judge, or
2616 my classmates might laugh at me. IDI7-Q3-P149-L 158-165
2617
2618 “Kanang pugngan nako ang kahadlok para maka-answer ug
2619 usahay mangutana ko sa klasmet nako kay makulbaan man ko
2620 mo answer kay dili kaayo ko kabalo mo English. Sa room man
2621 gud ma’am, pagmamali lang ka sa imong pag istoryag English,
2622 makita nako ang nawng sa akong mga classmate nga murag
2623 naguba ilang nawng. Kanang mura silag muingon ug “Huh?”
2624 I will hold back my fear to be able to answer, and sometimes
2625 I will ask my classmates because I will be nervous about
2626 answering because I don't know how to speak English well. In the
2627 classroom, ma’am, when you make a mistake while speaking
2628 English, I can see the faces of my classmates like their faces get
2629 distorted. It's like they’re saying “Huh?” IDI5-Q1-P145-L 36-42
2630
2631 Communication Apprehension
2632 “Ginasabot nako ang question maam kay huna-huna nako
2633 bago ko mag-inenglish kay huna-hunaon sa nako ug tama ba
2634 akong English kay maulaw ko kataw-an.”
2635 I hesitate to answer the question because I need to think first
2636 before I speak in English. I want to make sure my English is
2637 correct because I am embarrassed to be laughed at. IDI6-Q1-
2638 P144-L 43-49
2639
2640 “Kanang tawagon ko sa akong teacher, diraa na kanang
2641 kulba na kayko na kanang patindugon kay di man gud ko hawd
2642 mag istoryag English.”
2643 When my teacher calls on me, I feel really nervous
2644 especially when I have to stand up because I am not good at
2645 speaking English. IDI6-Q2-P145-L98-106
2646
2647 Test Anxiety
 94

2648 “Kintahay ma’am no tawagon ko unya muingon ko nga “diko

2649 ma’am kay di jud ko ana ka answer” kay kuan man gud ma’am
2650 ginaiwasan jud nako ang mag oral nami kay mahadlok jud ko
2651 basta oral na.”
2652 Sometimes, ma'am, when I am called and I say, 'I do not
2653 know, ma'am, because I really do not have that answer,' it is
2654 because, ma'am, I really avoid participating orally because I get
2655 really nervous when it is oral. IDI4-Q6-P150-L283-288
2656
2657 “Kanang i-shake-shake nako akong kamot unya mag kumo-
2658 kumo aron ma wala akong kakulba gamay. Tapos gi kusi-kusion
2659 nako akong mga panit aron mawala pud akong ka kulba. Pag
2660 mag oral si ma’am kay unya matawagan ko, sugod nakog ka
2661 hadlok ana, kanang I shake-shake nako akong kamot unya I
2662 kumot-kumot aron mawala ang akong ka kulba gamay”
2663 I would shake my hand and clench it to lessen my anxiety a
2664 bit. Then, I would pinch my skin to also ease my nervousness.
2665 When ma’am starts the oral exam and I might get called, I start to
2666 get scared. I shake my hand and squeeze it so that my
2667 nervousness lessens a bit. IDI2-Q4-P149-L 172-176
2668
2669 Fear of Making Mistakes
2670 “Kanang dili ko mu tan-aw sa iyang nawng kanang mag
2671 focus ko sa kanang gi question ni maam, mao rato. Kay kung
2672 mutan-aw man gud ko sa nawng ni ma’am kay mawala ko
2673 kanang unsay tawag ana oy, mag sige nalang ko ug kamali
2674 maong muiwas ko sa nawng ni ma’am. Ma mental block ko ba.
2675 Maong mas maayo nga sa question rako niya mag focus. Di nako
2676 mutan aw sa iyang nawng.”
2677 I do not look at her face. I just focus on the question being
2678 asked by the teacher because if I look at the teacher's face, I get
2679 distracted and keep making mistakes. So, I avoid looking at her
2680 face to prevent getting a mental block. That is why it is better for
2681 me to just focus on her question and not look at her face. IDI2-
2682 Q1-P143-L 9-16
2683
2684 “Mutan aw ko sa kisame samtang gahuna-huna sa akong i-
2685 answer tapos katong mag-kumot kumot sa papel. Pag
2686 matawagan ko ma’am, maratol ko mag english sa atubangan ni
2687 ma’am kay basin mamali ko. Tapos usahay mutan aw ko sa
2688 akong klasmet tapos usahay kay e-encourage ko nila sa akong
2689 answer.”
2690 I looked at the ceiling while thinking about my answer, then
2691 scratched a paper. When I get called on, ma'am, I get nervous
2692 speaking English in front of you because I might make a mistake.
2693 Then, sometimes I look at my classmates, and sometimes they
2694 encourage me with my answer. IDI7-Q4-P148-L221-228
2695
 95

2696

2697 Negative Attitude Towards English-speaking Classes

2698 “Ako ma’am, usahay di ko ganahan basta mag English na
2699 kay gusto man gud ni ma’am nga mag English kay practice daw
2700 na namo.”
2701 Sometimes I do not like speaking in English because Ma'am
2702 wants us to speak in English for practice. IDI2-Q3-P148-L118-124
2703
2704 “Kanang tawagon ko sa among English teacher ug pinakalit
2705 kay na bored man ko sa klase unya mahadlok man ko mutindog
2706 then mawala kos huna-huna maam. Then, muingon si Teacher
2707 ug “bahala na ug mali-mali imong grammar basta maka answer
2708 ka sa akong gipangutana sa imoha.”
2709 When our English teacher called on me unexpectedly
2710 because I was bored in class and I am afraid to stand up, I am
2711 mentally blocked, ma'am. Then, the teacher will say, "It is OK that
2712 your grammar is not correct as long as you can answer what I
2713 asked. IDI6-Q6-P150-L316-323
2714
2715 Grade 6 students experience various forms of English-speaking anxiety,

2716 evident from their responses. They fear negative evaluation, worrying about

2717 being judged or laughed at by their teacher or classmates when called upon to

2718 speak English. Communication apprehension leads them to hesitate before

2719 speaking, wanting to ensure correctness to avoid embarrassment. Test anxiety

2720 further exacerbates their fear, causing them to avoid oral participation altogether,

2721 leading to a reluctance to speak up even when they know the answer. Their fear

2722 of making mistakes is profound, as indicated by their avoidance of looking at the

2723 teacher's face to prevent distraction and subsequent errors. Additionally, some

2724 students exhibit a negative attitude towards English-speaking classes, viewing

2725 them as more of a chore than an opportunity for learning and improvement.

2726 These anxieties collectively highlight the challenges students face in engaging

2727 with English-speaking activities in the classroom.

 96

2728 Based on the findings of this study, students experience a high level of

2729 anxiety when speaking English. Even though English is used as a medium of

2730 instruction in the Philippines, many students still feel anxious about using it as

2731 their second language. This anxiety stems from various factors such as a lack of

2732 vocabulary, shyness, communication apprehension, and similar challenges. In

2733 connection, Hakim's (2019) argued that this phenomenon is widespread among

2734 non-native English speakers who are learning or using English as a second or

2735 foreign language.

2736 Despite these anxieties, students find ways to cope and manage their

2737 anxiety. Kalsoom et al. (2020) discovered that students have unique strategies

2738 for dealing with English-speaking anxiety. Their research shows that social

2739 support, especially from teachers and peers, can significantly reduce anxiety.

2740 When students receive more social support, they are more willing to engage in

2741 classroom activities, which leads to a noticeable decrease in English-speaking

2742 anxiety.

2743 Abrar et al. (2022) found that students use self-management strategies to

2744 cope with language-related anxiety. Practicing independently and engaging in

2745 calming activities boosted their confidence and preparedness. These strategies,

2746 including staying calm and maintaining a positive attitude, reduced anxiety and

2747 increased their willingness to speak English in class.

2748

2749
 97

2750

2751 Chapter 4

2752 CONCLUSIONS AND RECOMENDATIONS

2753 This section includes a summary, conclusions, limitations, and study

2754 recommendations. The summary gives an overview of the problem statement.

2755 The conclusion presents the data implications of the study. The limitations

2756 discuss potential factors that may influence the findings. Lastly, the

2757 recommendations are provided as a foundation for future research endeavors.

2758 Conclusions

2759 The following are conclusions based on the findings:

2760 1. The outcomes of the study confirmed that the grade 6 students had a

2761 high level of anxiety in terms of fear of negative evaluation with a mean

2762 score of 3.75; communication apprehension with a mean score of 3.66;

2763 test anxiety with a mean score of 3.75; fear of making mistakes with a

2764 mean score of 3.82. On the other hand, there is a moderate level of

2765 anxiety in terms of Negative attitude towards English-speaking classes,

2766 with a mean score of 3.46.

2767 2. The study identified a central theme, "Coping Mechanism for English-

2768 speaking Anxiety," from participants' responses. This theme comprises

2769 three (3) categories: 1) Support System, and two codes were generated

2770 in this category: Support from Teacher and Support from Peers; 2)

2771 Preparation, and two codes were generated in this category: Advance
 98

2772 Reading and Rehearsal; and 3) Emotional Regulation Techniques and

2773 three codes were generated in this category: Managing Nervousness,

2774 Staying Calm, and Maintaining Focus.

2775 3. The students indicated a different strategy of how they deal with their

2776 English-speaking anxiety – support from the teacher, support from peers,

2777 advance reading, rehearsal, managing nervousness, staying calm, and

2778 maintaining focus.

2779 4. There are several implications that the current study should consider,

2780 including the importance of designing an effective support system and

2781 intervention to reduce speaking anxiety and improve the ability to speak

2782 English among 6th-grade students.

2783 Recommendations

2784 Based on the initial findings, the following recommendations are made:

2785 Department of Education (DepEd). It is recommended that DepEd establish

2786 comprehensive teacher training programs that aim to equip educators with the

2787 necessary tools to create supportive learning environments. With these

2788 programs, teachers can foster positive student-teacher interactions and develop

2789 strategies to encourage a positive attitude towards English speaking.

2790 Furthermore, DepEd should allocate resources towards providing classroom

2791 materials that facilitate a conducive learning environment.

2792 Teachers. English teachers may significantly reduce English-speaking anxiety by

2793 incorporating practical anxiety-reduction approaches into their teaching practices.

 99

2794 Teachers should use activities with proven effectiveness in alleviating anxiety,

2795 such as icebreaker exercises, collaborative learning opportunities, and the

2796 consistent use of praise and positive reinforcement. By emphasizing the

2797 importance of communication over perfection, teachers can encourage students

2798 to actively engage in English-speaking activities without fear of making mistakes.

2799 By creating safe and nurturing classroom environments, teachers could empower

2800 students to build confidence in their language skills and overcome anxiety

2801 barriers.

2802 Future Researchers. Building on the insights gained from this mixed-methods

2803 study, future researchers' endeavors are recommended to delve deeper into

2804 additional factors contributing to English-speaking anxiety among Grade 6

2805 students and other student populations. It is recommended that future research

2806 endeavors delve deeper into the long-term impact of interventions designed to

2807 reduce English-speaking anxiety and enhance language acquisition among

2808 students. Targeted interventions that address specific aspects of English-

2809 speaking anxiety identified in previous studies can provide educators with

2810 evidence-based strategies for intervention. Additionally, exploring the coping

2811 mechanisms utilized by students to manage their anxiety can offer valuable

2812 insights into effective classroom practices and further inform the development of

2813 intervention programs.

2814

2815

2816
 100

2817

2818

2819

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3120
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3123

3124

3125

3126

3127

3128

3129

3130 APPENDICES
3131

3132
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3133 A. Signed Permission Letters

3134

3135

3136
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3137

3138

3139
 113

3140

3141

3142
 114

3143

3144

3145
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3146

3147

3148
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3149 B. Signed Validation Letters

3150

3151

3152
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3153

3154

3155

3156
 118

3157
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3158 C. Signed Validation Results

3159

3160

3161
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3162

3163
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3164

3165

3166

3167
 122

3168
 123

3169

3170
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3171

3172

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3174

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3176

3177

3178

3179

3180

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3182

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3184

3185
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3186

3187
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3188

3189

3190

3191

3192

3193
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3194

3195
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3196

3197

3198

3199

3200

3201

3202

3203

3204

3205

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3207

3208
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3209

3210
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3211

3212

3213

3214

3215

3216

3217

3218

3219

3220

3221

3222

3223

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3225

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3232
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3233

3234
 132

3235

3236

3237

3238

3239
 133

3240

3241

3242
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3243 D. Validated Research Instruments

3244

3245

3246
 135

3247

3248
3249

3250
 136

3251

3252

3253
 137

3254

3255
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3256 E. Consent Form

3257
 139

3258
3259

3260
 140

3261 F. Assent Form

3262

3263
 141

3264

3265
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3266 G. Plagiarism Result

3267
 143

3268 H. Statistician Letter

3269
 144

3270 I.Statistician’s Certificate

3271
 145

3272 J. Grammarian’s Certificate

3273

3274

3275
 145

3276 K. Audit Trail

3277 Question 1: What strategies or techniques do you use to cope with English
3278 speaking anxiety.
3279 IDI1: “Ano relax lang, unya baliwalaon lang nako ang akoang ano ka kulba, unya
3280 pag kunyari tawgon kag pinakalit, I relax sa nako akong sarili para dili ko
3281 makulbaan ug taman.”
3282 (Just relax, I just don’t mind if I get nervous, and if I get called, I just have to relax
3283 myself so that I don’t get nervous.)
3284 IDI2: “Kanang dili ko mu tan-aw sa iyang nawng kanang mag focus ko sa
3285 kanang gi question ni maam, mao rato. Kay kung mutan-aw man gud ko sa
3286 nawng ni ma’am kay mawala ko kanang unsay tawag ana oy, mag sige nalang
3287 ko ug kamali maong muiwas ko sa nawng ni ma’am. Ma mental block ko ba.
3288 Maong mas maayo nga sa question rako niya mag focus. Di nako mutan aw sa
3289 iyang nawng.”
3290 (That I don't look at her face, and I just focus on the question that the teacher
3291 asked, that's it. Because if I look at the teacher's face, I get lost, what's that
3292 called, I get a mental block. So, it's better that I just focus on the question. I won't
3293 look at her face.)
3294 IDI3: “Kanang ikuan nako ang akong panan-aw kay e-straight nako kanang di ko
3295 mulantaw sa magpakulba sa akoa. Tapos ah… huna-hunaon nako akong mga
3296 classmates na mga bato para dili ko maulaw ug maka-focus ko sa akong gi
3297 answer.” (When I straighten my view, I keep it straight so I won't look at anything
3298 that might make me nervous. Then, I imagine my classmates as stones so I won't
3299 feel embarrassed, and I can focus on my answer.)
3300 IDI4: “Ang akong ginabuhat Ma’am kung kuntahay matawag ko sakong…
3301 samong Ma’am sa English, muginhawa kog lalom kaayo Ma’am unya mu-inhale
3302 ko para dili kaayo ko makulbaan ma’am. Unya magkuan-kuan ko sakong kamot
3303 magK-kumot kay feel nako ma’am murag mapugngan nako akong kakulba unya
3304 magkuha kog notebook. Unya inig kuha nako sakong notebook kay basahon
3305 nako tanan naa sa sulod unya maminaw sako kung unsay question sa akong
3306 Ma’am para kung basahon nako, kabalo ko unsa akong basahon. Kabalo ko
3307 sakong basahon mao nang kabalo sad ko sako e-answer.”
3308 (If ever I was called, I take a deep breath, inhale, and exhale so that I feel less
3309 nervous. And then I do something with my hands, like squeezing them, because I
3310 feel, ma'am, that I can control my nervousness that way, and then I take out a
3311 notebook. Once I get my notebook, I'll read everything inside it and listen to what
3312 my teacher is asking so that when I read, I know what to look for. I know what I'm
3313 reading, so I also know how to answer.)
3314 IDI5: “Kanang pugngan nako ang kahadlok para maka-answer ug usahay
3315 mangutana ko sa klasmet nako kay makulbaan man ko mo answer kay dili kaayo
3316 ko kabalo mo English. Sa room man gud ma’am, pagmamali lang ka sa imong
 146

3317 pag istoryag English, makita nako ang nawng sa akong mga classmate nga
3318 murag naguba ilang nawng. Kanang mura silag muingon ug “Huh?”
3319 (I will hold back my fear to be able to answer, and sometimes I will ask my
3320 classmates because I will be nervous about answering because I don't know how
3321 to speak English well. In the classroom, ma’am, when you make a mistake while
3322 speaking English, I can see the faces of my classmates like their faces get
3323 distorted. It's like they’re saying “Huh?”)
3324 IDI6: “Ginasabot nako ang question maam kay huna-huna nako bago ko
3325 maginenglish kay huna-hunaon sa nako ug tama ba akong English kay maulaw
3326 ko kataw-an. Ug muingon si maam ug tama akong tubag kay mawala-wala
3327 akong kahadlok.”
3328 (I am processing the question, ma'am, because I need to think before I speak in
3329 English. I want to make sure my English is correct because I'm embarrassed that
3330 I might be laughed at. If ma'am says my answer is correct, it helps ease my fear.)
3331 IDI7: “Maghunahuna then mag answer nalang ko ug unsay naa sa akong utok.
3332 Pag mali ko maam maghilom nalang ko ug maminaw nlng ko ni teacher ug
3333 unsay tama na answer para masabtan nako. Isulat sad nako usahay ang mga
3334 words na dili nako masabtan para akong e-search sa google para puhon
3335 prepared nako.”
3336 (I'll think about it and then just answer with whatever comes to mind. If I get it
3337 wrong, I'll just keep quiet and listen to the teacher to hear the correct answer, so I
3338 can understand it. I sometimes write words I don't understand and search for
3339 them on Google.)
3340 Question 2: Can you give example of situation where a strategies or
3341 techniques help you feel relax?
3342 IDI1: “Kanang ano, pakalitan lang kag kuan ingon nga ana si maam nga ikaw,
3343 unsay answer ani unya ano mag relax lang jud ka unya dili nimo I feel na
3344 makulbaa ka, human kay tawag anang, pag tama imong... mo ingon raman si
3345 maam na okay, okay rana imong answer bahalag mali”
3346 (If the teacher suddenly asked me, what is the answer for this? Then I just must
3347 relax myself and just don’t feel the nervousness, and then the teacher will tell me
3348 that, it’s okay, even if it was not the right answer)
3349 IDI2: “Kanang pag tawagon ko ni maam kay dili nalang ko mu tan-aw sa iyang
3350 nawng kay maratol man ko pag mu tan-aw ko sa iyang nawng. Dili sad ko mu
3351 tan-aw sa akong mga classmate, focus nalang ko sa question na gihatag ni
3352 maam para dili kayo ko makulbaan.”
3353 (Whenever the teacher calls on me, I avoid looking at her because I get nervous
3354 when I do. I also don't look at my classmates. I just focus on the question given
3355 by the teacher, so I don't feel too anxious.)
 147

3356 IDI3: “Katong gitawag ko ni Ma’am sa among recitation kay nag focus ko sa T.V.
3357 ug basa. Tas mao to gihinay-hinayan nakog answer. Pinaagi ato, na relax jud
3358 ko.”
3359 (When my teacher called on me during the oral recitation, I focused on reading
3360 the television screen and slowly answered the questions. That made me feel
3361 more relaxed.)
3362 IDI4: “Akong ginabuhat ma’am kung pinakalit kung tawgon para ma-relax ko…
3363 mga example ma’am sa sitwasyon nga tawgon ko ni ma’am, akong ginabuhat
3364 ana ma’am para ma-relax ko kay… makulbaan jud ko ba kay si ma’am nag tan-
3365 aw sa laing row, unya naa man ko sa pikas row. Nakulbaan ko kay wala man ko
3366 didtoa na row unya natawag ko nga layo raman ko na row. Unya ma’am, mu-
3367 inhale sako ma’am… inhale, exhale bago ko mutindog. Unya bago ko mutindog
3368 ma’am, basahon nako daan ang naa sa akong notebook kay kung para
3369 matawagan ko ni ma’am, kabalo nako unsay itubag”
3370 (What I did to make me feel relax is that there was a time when my teacher
3371 mistakenly called me while she is in that certain row, and the fact that I am in the
3372 different row, it made me nervous. So, I took a deep breath first and as I stand, I
3373 took my notebook with me. Before I stand up, ma’am, I read what is in my
3374 notebook so that if she calls on me, I’ll know what to answer.)
3375 IDI5: “Mag-isip kog word, kanang pareha anang unsay English sa “tao” isipon sa
3376 nako daan ang English bago nako i-answer. Mao nay maka-feel sa ako ug relax
3377 kay kampante nko na tama akong answer.”
3378 (I'll think of a word, like what's the English for 'tao', and I'll think of the English
3379 word in advance before I answer. That's what makes me feel relaxed because
3380 I'm confident my answer is correct.)
3381 IDI6: “Kanang tawagon ko sa akong teacher, diraa na kanang kulba na kayko na
3382 kanang patindugon kay di man gud ko hawd mag istoryag english mao to tapos
3383 mabuhat to nako na technique samtang maghuna-huna ko unsay i-answer.
3384 Tapos akong mga klasmet sad muingon na tama na imong gibuhat ug tawagon
3385 ka tindog jud bahalag magkamali-mali imong grammar. Mabawas-bawasan na
3386 akong kakulba.”
3387 (When my teacher calls me, I'm nervous to stand up. Then, I can use those
3388 techniques while thinking about what to answer. Then, my classmates would say
3389 that they were doing the right thing. If I call to stand up, it would be okay that my
3390 grammar was wrong. It helps reduce my nervousness.")
3391 IDI7: “Mo “go with the flow” ug mali ko maminaw nlng jud ko. Tapos usahay
3392 mukuha kog papel tapo kumot-kumuton nako para mugawas akong nervous ug
3393 ma relax.”
3394 (I "go with the flow," if I'm wrong, I'll just listen, ma'am. Then, sometimes, I take a
3395 piece of paper and crumple it to relieve my nervousness and relax.)
3396 Question 3: Can you give example of situations where you have overcome
3397 your English-speaking anxiety?
 148

3398 IDI1: “Kanang mag hands up naka sa time na mag pa answer na si maam, unya
3399 pag tama akong kuan kay malipay nako ato, unya okay na, okay na, wala na
3400 akong ka kulba ato sakong sarili.”
3401 (That time when raise my hand, when the teacher asked questions, and then if I
3402 get the right answer, I feel happy and I don’t feel nervous at all.)
3403 IDI2: “Ako ma’am, usahay di ko ganahan basta mag English na kay gusto man
3404 gud ni ma’am nga mag English kay practice daw na namo. Pero naay kanang
3405 time na dili nako mahadlok kanang naka prepared nako kanang naka study nako
3406 unya dili nako mahadlok sa ipa answer ni maam kay na studyhan naman to
3407 nako.”
3408 (When I am no longer afraid, it’s because I am prepared, I've studied, and I'm not
3409 scared of answering the questions that ma'am might ask because I’ve already
3410 reviewed them.)
3411 IDI3: “Katong gitawag ko ni Ma’am Belly sa recitation kay nag focus jud ko sa
3412 T.V. tapos kanang… mao to gihinay-hinayan nakog answer tas na-answeran
3413 naman nako to tanan, wala nako… wala nako nahadlok. Nahapsay na akong
3414 huna-huna. Tas mao to, na-answeran na nako na wala ko nahadlok.”
3415 (When Ma’am Belly called me during oral recitation, I focused on the television,
3416 and I slowly answer what was asked. When I successfully answered the
3417 question, it gave me peace of mind. I feel no fear answering.)
3418 IDI4: “Katong napangutana ko kaisa ma’am unya natama akong answer kay
3419 naminaw man ko sa discussion ma’am mao na, nanawag nasab usab si ma’am
3420 sa lain. Gusto na kayko mu-answer ma’am, ningtaas najud kog kamot,
3421 ningtindog nako kay gusto najud nako muusab ug answer kay na-feel na nako
3422 na kaya na nako mu-answer nga walay kahadlok kay naka-answer naman ko
3423 unya natama mao nang diko maulaw karon mua-answer. Mao to ma’am,
3424 nalagpasan nako na ma’am di nako mahadlok mu-answer ko.”
3425 (When I was asked by my teacher and my answer was right because I listened
3426 carefully during the discussion. When teacher prompt a question again, I really
3427 want to answer in a way that I raise my hand, and I stand because I really want
3428 to answer it because of the time that I got a correct answer. Through that, I feel
3429 like I can now answer without a fear, and I am not shy anymore.)
3430 IDI5: “Katong nag-perform mi ug by-group tapos kailangan English kato nga time
3431 nawala akong kakulba mo istorya ug English pero pag ako ra isa pangutan-on
3432 kay kusog kay akong kulba kay usahay dili man ko kasabot sa giingon ni
3433 Ma’am.”
3434 (When we performed in a by-group, and then we had to speak English, that's
3435 when I lost my nervousness in speaking English, but when I'm the only one
3436 asking questions, I'm nervous because sometimes I don't even understand what
3437 Ma'am said.)
3438 IDI6: “Kanang pangutan-on kos English ug Science nako na teacher maam ug
3439 dili ko kasabot maam kay mangutana rapod ko sa akong teacher “Unsa gani to
 149

3440 maam?” Tapos e translate dayon niyag bisaya. Tapos istoryahan kos katapad
3441 nako na “ok rana” mao to mawala-wala akong kahadlok.”
3442 (That's when I ask my English and Science teacher maam and if I don't
3443 understand maam I ask my teacher, "What is it, maam?" Then, they immediately
3444 translated it so that it was easy to understand. Then, my seatmates told me and
3445 said, "It's OK," that's why I'm not afraid.”)
3446 IDI7: “Katong ka isa maam na nangutana si Teacher tapos nervous kay ko ato
3447 kay dili man ko ready na matawagan ko kay basin ma-judge ko ni ma’am or
3448 kataw-an ko sakong mga classmates. Sus, nag-putol-putol man akong istorya
3449 may gani gihulat ko ni Teacher mahuman ug gi-alalayan ko niya like gina
3450 sumpayan niya akong idea. Ipagawas jud nako ug unsay naa sa akong huna-
3451 huna.”
3452 (That's when the Teacher asked me, and I was nervous because I wasn't ready
3453 to be called. I was talking stammered, and the Teacher even waited for me to
3454 finish, and she supported me like she was connecting my idea. I just shared
3455 what's on my mind.)
3456 Question 4: What physical techniques help you relax before speaking?
3457 IDI1: “Hands up unya maga luto-luto ko sa akong kamot para ma help akong
3458 strength para maka tubag kog tarung, unya dili mag putol-putol sakong mga
3459 ipang istorya nga tama”
3460 (I'll raise my hand and crack my knuckles to strengthen them so I can respond
3461 properly without stuttering or interrupting my speech.)
3462 IDI2: “Kanang i-shake-shake nako akong kamot unya mag kumo-kumo aron ma
3463 wala akong kakulba gamay. Tapos gi kusi-kusion nako akong mga panit aron
3464 mawala pud akong ka kulba. Pag mag oral si ma’am kay unya matawagan ko,
3465 sugod nakog ka hadlok ana, kanang I shake-shake nako akong kamot unya I
3466 kumot-kumot aron mawala ang akong ka kulba gamay”
3467 (I would shake my hand and clench it to lessen my anxiety a bit. Then, I would
3468 pinch my skin to also ease my nervousness. When ma’am starts the oral exam
3469 and I might get called, I start to get scared. I shake my hand and squeeze it so
3470 that my nervousness lessens a bit.)
3471 IDI3: “Kanang mutindog man ko tapos ilihok-lihok nako akong kamot kanang
3472 mura kog magkuan sa piano tapos maghangad ko tas ilihok-lihok pud nako
3473 akong lawas. Pinaagi ana kay mawala gamay akong kakulba ba.”
3474 (I stand up and move my hands as if I'm playing the piano, then I look up and
3475 move my body as well.)
3476 IDI4: “Mag-inhale ko ma’am, exhale bago ko mutindog unya magkumot-kumot ko
3477 sakong kamot kay kung masakitan ko, mahinumduman nako kung unsa ang
3478 kuan. Magkaroon nako ug determinasyon na “mu-answer nako bay, diko mu-
3479 pass. Diko muingog wako kabalo”. Ginakumot-kumot jud nako akong kamot
3480 ma’am para mu-answer jud ko. Mao na akong ginabuhat ma’am unya mag
 150

3481 shake-shake ko sakong kamot. Magclose-open, close-open, mao na akong

3482 ginabuhat.”
3483 (I inhale and exhale before I stand up and I pinch and clench my hand because if
3484 I feel pain, it reminds me of, you know. I get the determination to "answer, I won't
3485 pass. I won't say I don't know." I really squeeze my hand, ma'am, to make sure I
3486 answer. That's what I do, ma'am, and I shake my hand. I open and close, open
3487 and close, that's what I do.)
3488 IDI5: “Muginhawa kog lalom maam kanang mag inhale-exhale ko ma’am, ug
3489 kanang maggunit ko sa akong pantalon ug magpahid-pahid kay magbasa man
3490 akong kamot. Pag mag sige kog lihok labaw na kung mag gunit sa pantalon kay
3491 murag dili kayo ko makulbaan maong Makaya nako usahay ug answer.”
3492 (I take a deep breath, Ma'am, and then I do inhale-exhale. When I hold my pants,
3493 I keep wiping my hands because they get sweaty from being nervous. I also
3494 scratch my head.)
3495 IDI6: “Pukos lang ko sa akong iistorya maam ug dili maminaw sa uban klasmet
3496 na magbinuang ug istorya. Mag tan-aw sa atop kay paminaw nako maka focus
3497 ko unsa akong i-answer. Mag inhale-exhale maam kay makabati man ko nga ma
3498 relax akong pamati then mag shake and kumoton nako akong kamot po.”
3499 (I'll just focus on what I want to say and not listen to classmates who are messing
3500 around. I'll look at the ceiling because it feels like I can focus better. I’ll do inhale-
3501 exhale Ma’am because I feel that it relaxes me, then I’ll shake and clench my
3502 hand.)
3503 IDI7: “Mutan aw ko sa kisame samtang gahuna-huna sa akong i-answer tapos
3504 katong mag-kumot kumot sa papel. Pag matawagan ko ma’am, maratol ko mag
3505 english sa atubangan ni ma’am kay basin mamali ko. Tapos usahay mutan aw
3506 ko sa akong klasmet tapos usahay kay e-encourage ko nila sa akong answer.”
3507 (I looked at the ceiling while thinking about my answer, then scratched a paper.
3508 When I get called on, ma'am, I get nervous speaking English in front of you
3509 because I might make a mistake. Then, sometimes I look at my classmates, and
3510 sometimes they encourage me with my answer.)
3511 Question 5: What do you do to boost your confidence in speaking English?
3512 IDI1: “Ano, maga sulat maga study unya, ano mangutana sa mama kung tama
3513 bang pag ano pag spell pag sentence mao na pag abot sa time na mag pa
3514 answer na si maam ug mga sentence maka tubag nakog tama”
3515 (I write and then I study, and then I asked my mother if the spelling of the
3516 sentence was right, and then when the time comes that the teacher asked for the
3517 answer for this sentence I able to answer it right.)
3518 IDI2: “Ga tan.aw kog video na kanang English unya basabasahon nako ang
3519 subtitle kuan nalang pud ko mag mag study nalang pud ko para dili na kayo ko
3520 makulbaan sa kuan mga ipa English ni maam sa akoa ”
3521 (I watched English videos, I read the subtitles and then I study to ease my
3522 nervousness when the teacher asked me to speak English.)
 151

3523 IDI3: “Kanang nagabasa-basa kog dictionary sa English tapos inig… magpa-
3524 recitation na si Ma’am Belly kay basahon nako daan ang akong… ay kanang
3525 iyang ginapa-answer kay basig ako ang tawagon, ma-answeran dayon nako.”
3526 (I often read an English Dictionary and when Ma’am Belly have an oral recitation,
3527 I will read directly the prompted question in preparation for my answer if I am to
3528 be called.)
3529 IDI4: “Maminaw jud ko ma’am ug tarong sa lesson, sa question para pagka
3530 ugma, ma praktisan nako ug unsa ang possible nga answer tapos confident
3531 nako nga maka-answer ko an. Basahon jud nako ang nakasulat sakong
3532 notebook para masulod nako sakong utok nga “ay mao ni, tam ani”. Diha nako
3533 nagka-confidence ma’am sa magbasa kog kuan. Tarungon nakog basa para
3534 makasabot ko. Diha nako nagka-confidence ma’am sa magbasa kog kuan.
3535 Tarungon nakog basa para makasabot ko. Maminaw jud kog tarong sa lesson
3536 para maka-answer ko.”
3537 (I really listen carefully to the lesson and the questions so that I can have
3538 confidence to answer them. I really read what's written in my notebook to make
3539 sure it sinks into my mind that 'oh, this is it, this is the right answer.' That's where
3540 I gain my confidence, ma'am, when I read carefully. I read properly to
3541 understand. I really listen carefully to the lesson so I can answer.)
3542 IDI5: “Mangutana ko sa akong klasmet ug tama ba akong i-answer, pareha
3543 anang “Simpal, tama ni akong answer?” ug muingon silag “Oh” dira na ma ready
3544 nako muanswer kay ni angree man sila sa akong answer.”
3545 (I asked my classmate if I answered it correctly like I ask "Simpal, is my answer
3546 correct?" and they will say "Yes!". That's where I'm confident to answer because
3547 they agree with my answer.)
3548 IDI6: “Maminaw rako sa nagsupport sa akoa po ug isulti nako ang naa sa akong
3549 huna-huna bahalag mali-mali akong pag istorya ug English.”
3550 (I will listen to those who support me and say what is on my mind, even if I speak
3551 English incorrectly.)
3552 IDI7: “Tagaan nako akong sarili ug confidence maam ug tabangan nako akong
3553 kaugalingon like huna-hunaon nako na “Okay lang ni”, “kaya nako ni”, “tama
3554 nani” ug muingon sad ko maam na “kaya man gani nila so dapat kayanon sad
3555 nako” bahalag kulba.”
3556 (I will give myself confidence, and I will help myself like I will think, "It's okay," I
3557 can do this," This is right," and I will say, "They can do it, so I also do this. "I am
3558 very nervous.)
3559 Question 6: How do you describe the support you receive from teachers in
3560 addressing your English-speaking anxiety?
3561 IDI1: “Ano naga hatag siyag mga clues unya, tawag anang mag hatag siyag
3562 clues unya tawag anang dili, unya hatag siyag clue unya kanag gina encourage
3563 ko niya nga kanang kaya mo yan, kaya mo yan unya nga kabalo ka sa answer,
3564 nya pag naa koy mali na answer kay iyahang gina istorya ang tama, unya gina
3565 tabangan ko niya unsaon na pag answer sunod nga mao na ing-ana ana mao
 152

3566 rato pag ma time Nanako na mu answer kay dili na nako mamali akong mga
3567 gipang istorya”
3568 (The teacher will give you a clue and then she encourages me and told me that I
3569 can do it, and then if my answer was wrong, she will say the right answer, and
3570 then she will help me how to answer and that’s it when it is my time to answer I
3571 will get the right answer.)
3572 IDI2: “Kanang pag mag answer kog eninglish kay iya kong gina tando-tandoan
3573 unya kanang iya kong gina suportaan kapag mag istorya ko unya kanang mga
3574 mali nako na answer kay iyang correctionan iyang iistorya ang tama”
3575 (Whenever I answer in English, she nods at me and supports me when I speak. If
3576 I make mistakes in my answers, she corrects me and tells me the right answer.)
3577 IDI3: “Kanang kintahay no ginapa-recitation ko ni Ma’am tapos dili ko kasumpay
3578 kay siya ang musumpay maong dako kaayog tabang siyag tabang sa akoa.
3579 Kintahay para… kinatahay kanang masabtan man nako pero di lang ko kabalo
3580 mu-istoryag English pero masabtan nako.”
3581 (Whenever Ma'am calls on me for recitation and I cannot continue, she helps by
3582 continuing for me, which is a huge help to me.
3583 IDI4: “Kintahay ma’am no tawagon ko unya muingon ko nga “diko ma’am kay di
3584 jud ko ana ka answer” kay kuan man gud ma’am ginaiwasan jud nako ang mag
3585 oral nami kay mahadlok jud ko basta oral na. Pero kaisa niingon si ma’am nga
3586 “kaya na soy, awa lang ang notebook unsa ang lesson unya basaha” tapos
3587 usabon niya ang question sa ako tapos muana siya nga “kung kana gud insoy,
3588 ingana, kana” unya makasabot nako unya mubasa dayon ko sakong notebook.
3589 Mao to maka answer ko.”
3590 (If ever my teacher called me to recite, and I told her I can’t do it, she will
3591 encourage me that I can do it really and just have to read my notes. She will
3592 guide me in answering so I can understand. By that, I can already answer the
3593 question.)
3594 IDI5: “Kanang ginabalik-balik nila ilang gi discuss para maka-sabot lang mi. Ug
3595 mangutana mi unsay pasabot sa iyang giingon kay ipasabot jud niya sa amo.
3596 Tapos magahatag sad siya ug points maam basta mag answer mi.”
3597 (They discuss several things back and forth so I can understand. And if I ask
3598 what my teacher meant by what she said, she will explain it. Then she will give
3599 points as long as we answer.)
3600 IDI6: “Kanang tawagon ko sa among English teacher ug pinakalit kay na bored
3601 man ko sa klase unya mahadlok man ko mutindog then mawala kos huna-huna
3602 maam. Then, muingon si Teacher ug “bahala na ug mali-mali imong grammar
3603 basta maka answer ka sa akong gipangutana sa imoha.”
3604 (When our English teacher called on me unexpectedly because I was bored in
3605 class and I'm afraid to stand up, I'm mentally blocked, ma'am. Then, the teacher
3606 will say, "It's OK that your grammar isn't correct as long as you can answer what I
3607 asked.)
 153

3608 IDI7: “Tabangan ko ni teacher kung mamali ko paglitok sa English tudluan ko

3609 niya unsaon ang pagtama ug litok. Ginatabangan sad ko niya unsaon pag-
3610 plastar sa grammar tapos maminaw ko maam.”
3611 (The teacher will help me when I mispronounce English. She will teach me how
3612 to pronounce correctly. She helps me plaster the grammar afterward, and I listen,
3613 ma'am. She will nod and smile while I talk so I can feel she supports me.)
3614 Question 7: How do you describe the support you receive from your
3615 classmates in addressing your English-speaking anxiety?
3616 IDI1: “Ano naga encourage sila nga kaya mo yan unya tawag anang hatagan ka
3617 nila answer pag sa kung wala ka kabalo sa answer unya tawag ana oy ang
3618 maestra, ang teacher kay sige ra siyag katawa naga ano siya naga encourage
3619 pud siya na sige kaya mo yan nga maka balo ra jud ka sa imong answer, unya
3620 human pag human Nakog answer sa question kay tawang anang ilaha kong I
3621 congrats nga palakpakan ko nila” (They encourage me and say, you can do it,
3622 and then they will give me the right answer if I don’t know the answer, and then
3623 the teacher will laugh, and also encourages me and told me that I can do it that
3624 eventually I can answer. And when I already answered the question the will
3625 congrats me and clap their hands)
3626 IDI2: “Kanang inig human nakog answer kay ingnon ka nila na ah naka answer
3627 siya bay unya ila kong palakpakan unya ila kong kuhit-kuhiton ingnon ko nila nga
3628 tama rato akong gi answer naa lang juy mali gamay”
3629 (When I finished answering they will say, wow he answered it well, and then they
3630 will applaud me, tease me and they will say that my answer is right. It’s just some
3631 of it were slightly wrong.)
3632 IDI3: “Kanang kintahay patindugon ko tapos wala ko kabalo unsay… unsay
3633 English ato kay mutan-aw ko sakong classmates tas ila man kong tabangan.
3634 Tapos mao to ma-istorya nako. Dili na kayko… ay confident na kaayo ko usahay,
3635 kanang matabangan ko nila.
3636 (For example, I was called to recite, and I don’t know the English term of it, I take
3637 a glance to my classmates because I know they are going to help me. By that, I
3638 can recite what I want to say. I am confident because they are helping me. I am
3639 not worried anymore because their supports are effective and helpful.)
3640 IDI4: “Kintahay ma’am inig tindog nako mukuan jud na sila nga “insoy, basaha
3641 sa imong notebook naa na diha” kay ang uban Nakong classmates kay kabalo
3642 man sila sa answer mao nang muana sila nga “insoy sayon raman, kaya rana,
3643 basa lang sa imong notebook”. Unya kung matama akong answer ma’am kay
3644 muana dayon sila “yehey, hawdang insoy oy”. Mao na ang support sa akong
3645 classmates ma’am tabangan jud ko nila kay classmate gud, tabangay jud mi.”
3646 (My classmates will help me by saying that I can do it and just have to read my
3647 notes. And if I got it correctly, they would give me compliments. That is what kind
3648 of supports my classmates gave me.)
 154

3649 IDI5: “Greatful ko kay mutabang jud sila nako, usahay ginahatagan kog nilag
3650 idea para maka-answer. Ug si “Tundag, muingon siya na “ayaw kakulba bal!
3651 kaya nimo na kay answer mana nimo.” Ug gina cheer-up ko nila.”
3652 (I'm great because they help me; sometimes they give me ideas to answer. And
3653 "Tundag, he will say, "Don't be nervous! You can do it because that is your
3654 answer, and nothing is wrong. And they cheer me up.)
3655 IDI6: “Gina-cheer ko nila ug mupalakpak sad usahay pag maka answer ko ug
3656 magpa-oral si maam.”
3657 (They cheer me and sometimes clap when I answer when teacher gives oral.)
3658 IDI7: “Ginapasabot ko nila usahay ug unsaon pag-tubag kay usahay dili ko
3659 kasabot sa question. Tagaan ko niag clues ug ideas para makatubag ko.
3660 Palakpakan ko nila ug matama akong answer maam. Dako siyag tabang para sa
3661 akoa na ma lessen akong kahadlok muistoryag English ma’am.”
3662 (They sometimes explain how to answer questions because I don't understand
3663 them. They give me clues and ideas so I can answer. They will applaud me, and
3664 my answer is correct, ma'am. They helped me to ease my fear of speaking
3665 English, ma'am.)
 155

3666 Curriculum Vitae

3667
3668
3669 BEA MAE M. LARANJO
3670 Purok Aguinaldo, Barangay Langgam, Maco Davao De Oro
3671 09072477994
3672 [email protected]
3673

3674 Personal Information

3675 Birthdate: September 10, 2001
3676 Place of Birth: Maco, Davao De Oro
3677 Age: 22
3678 Gender: Female
3679 Status: Single
3680 Nationality Filipino
3681 Height: 4’11
3682 Weight: 43 kg
3683 Father’s Name: Nelson Nereo R. Laranjo
3684 Occupation: Furniture Carpenter
3685 Mother’s Name: Helen M. Laranjo
3686 Occupation: None
3687

3688 Educational Background

3689 Tertiary: University of Southeastern Philippines
3690 Apokon, Tagum City
3691 Secondary: Atty. Orlando S. Rimando National High School
3692 Binuangan, Maco Davao De Oro
3693 Elementary: Maco Heights Central Elementary School
3694 Poblacion, Maco Davao De Oro
 156

3695 Curriculum Vitae

3696
3697
3698
3699 JAYSON O. SALLES
3700 Purok Durian, Magugpo East, Tagum City
3701 09635884887 / 09673511664
3702 [email protected]
3703

3704 Personal Information

3705 Birthdate: October 19, 2001
3706 Place of Birth: Tagum City
3707 Age: 22
3708 Gender: Male
3709 Status: Single
3710 Nationality Filipino
3711 Height: 5’7
3712 Weight: 41 kg
3713 Father’s Name: Rolindo G. Salles (Deceased)
3714 Occupation: -
3715 Mother’s Name: Amsia O. Salles
3716 Occupation: Housewife
3717

3718 Educational Background

3719 Tertiary: University of Southeastern Philippines
3720 Apokon, Tagum City
3721 Secondary: UM Tagum College
3722 Arellano Street, Tagum City
3723 Elementary: Don Ricardo Briz Central Elementary School
3724 Briz District, Magugpo East, Tagum City
3725
3726
 157

3727 Curriculum Vitae

3728
3729
3730
3731 JENINE M. MIRA
3732 Purok 2, Tigkawayan, New Corella, Davao del Norte
3733 09708990736
3734 [email protected]
3735

3736 Personal Information

3737 Birthdate: January 07, 2003
3738 Place of Birth: New Corella
3739 Age: 21
3740 Gender: Female
3741 Status: Single
3742 Nationality Filipino
3743 Height: 4’11
3744 Weight: 43 kg
3745 Father’s Name: Federico T. Mira Jr.
3746 Occupation: Farmer
3747 Mother’s Name: Julieta M. Mira
3748 Occupation: None
3749

3750 Educational Background

3751 Tertiary: University of Southeastern Philippines
3752 Apokon, Tagum City
3753 Secondary: Limbaan National High School
3754 New Corella, Davao del Norte
3755 Elementary: Cabidianan Elementary School
3756 New Corella, Davao del Norte
3757

3758