L

Enhancing the Public

Speaking Skills of
Struggling Students in
Dumingag Senior High
School through SPEAKING
Technique

Torres, Kaye Shie, G.

Sarno, Meryl
Cañete, Jhaysa, S.
Abendan, Juzrel
Tero, Kitlyn, A.
Canlas, Sherwin Glen
So, Harlie, P.
Ebod, Merlyn

February 2025
 Context and Rationale

In today’s time and age, good communication skills are needed the
most at all levels. Public speaking is a speaking skill designed to inform,
influence, persuade or entertain listeners so that the speaker becomes the
center of attention of the people around him. According to Ting et al., 2021
“Public speaking is an action in which the speaker has the goal of conveying
a message orally to the audience”. topic or problem. Good informative
speech is one that can convey accurate information in a clear way and can
make listeners interested in listening to the information conveyed (Stand up,
Speak Out, 2016). Public speaking requires a speaker to be the center of
attention of the listeners around them. This can be the trigger for public
speaking anxiety, which is a fairly common problem in speaking classes.
Public speaking anxiety can occur due to several factors, such as lack of
vocabulary, worry about making mistakes in pronunciation, worry about
making mistakes in using grammar, feelings of anxiety and embarrassment
(History et al., 2020).
This brought a challenge to the researchers, public speaking is an
important skill that helps people share ideas, inspire others, and
communicate effectively. However, many individuals find it difficult because
of nervousness, low confidence, or lack of preparation. These struggles can
make it hard for them to succeed in school, work, or other areas of life. The
internal factors such as self-confident, motivation, attention, and curiosity
may block students’ comprehension through oral performance. Many old
problems still exist, such as outdated teaching methods and students
struggling to speak in front of an audience. By focusing on effective speaking
techniques, researchers can help both themselves and the students develop
better public speaking skills, ensuring the students have the chance to
participate fully in class and enhance their communication abilities.
One particular school that experienced this difficulty is the Dumingag
Senior High School. According to Decierdo (2025), students who struggle to
speak in front often experience reduced confidence and experience difficulty
in expressing their ideas to their classmates. At Dumingag Senior High
School, the challenge of speaking anxiety has become increasingly evident in
recent years. Many students in senior high school struggle with speaking
anxiety, making it hard for them to share ideas and perform well in school
activities. Teachers often notice students struggling to express their thoughts
clearly, participate in discussions, and speak confidently, challenges often
worsened by limited practice and support for improving public speaking
skills.
Anxiety is defined as a state of uneasiness and apprehension of fear
caused by the anticipation of something threatening. According to Kirkwood
and Melton (2022), anxiety disorders are among the most common mental
disorders encountered by public speakers. People who feel anxiety while
speaking in public generally tend to avoid situations where they have to
perform, but when they encounter such situations, they suffer intense
distress and anxiety.
To help struggling students at Dumingag Senior High School overcome
public speaking anxiety, it is important to use strategies that meet their
specific needs. Many students find it hard to speak confidently in front of
others because of fear, lack of self-confidence, low motivation, and little
speaking practice. To address these issues, we need a plan that can help to
overcome their fear of speaking in front and build their confidence.
This action research aims to introduce the SPEAKING strategy as a way
to help students reduce their speaking anxiety and improve their speaking
skills at Dumingag Senior High School.

Proposed Innovation, Intervention, and Strategy

The researchers creates their own strategy, known as the SPEAKING
strategy, specifically designed to address the public speaking anxiety face by
struggling students when it comes to public speaking at Dumingag Senior
High School. The SPEAKING technique helps reduce speaking anxiety by
providing a structured way for students to practice and build confidence,
improving their ability to speak comfortably in front of others. The SPEAKING
acronym stands for Stay Confident, Projection, Eye contact, Audience
engagement, Knowledge, INtonation, and Gestures, this key
components works together to create powerful and engaging speeches.
The first step in this action research is to assess participants’ current
public speaking abilities. Participants will be asked to deliver a short speech,
which will either be recorded or observed by facilitators. This step will help
identify their strengths and areas for improvement. Feedback will focus on
aspects such as voice clarity, use of gestures, confidence level, and
connection with the audience. This initial assessment will serve as a baseline
to measure progress throughout the process.
The second step involves introducing the SPEAKING technique to the
participants. Each component of the technique will be explained and
practiced in separate sessions.
 They will focus on Projection, a critical aspect of public speaking that
ensures clarity and audibility. Participants will practice speaking loudly
and clearly through voice exercises and breathing techniques. This will
help them control their volume and improve vocal delivery.

 The importance of Eye contact will also be emphasized. Maintaining

eye contact creates a connection with the audience and conveys
confidence. Participants will practice speaking to small groups,
ensuring they naturally shift their gaze across the audience instead of
focusing on one spot.
  Audience engagement is another essential element of the
SPEAKING technique. Participants will learn how to keep their audience
interested by asking questions, using humor, or sharing thought-
provoking ideas. Interactive activities such as role-playing will allow
them to practice engaging with different types of audiences.
 Additionally, the role of Knowledge will be explored. Being well-
prepared and knowledgeable about a topic builds credibility and
reduces nervousness. Participants will be guided in researching and
organizing their speech content to ensure accuracy and logical flow.

 Intonation is a component that focuses on vocal variety. Participants

will practice varying their pitch, tone, and emphasis to make their
delivery dynamic and interesting. This will help them avoid monotony
and effectively emphasize key points.

 Finally, Gestures will be addressed. Effective use of hand movements,

facial expressions, and posture enhances a speaker’s message and
captures the audience’s attention. Participants will observe videos of
skilled speakers to learn how gestures complement verbal
communication.

After learning the SPEAKING technique, participants will engage in

practice sessions. Each session will focus on specific components, allowing
them to gradually build their skills. For example, one session may
concentrate on projection and gestures, while another may highlight
storytelling and audience engagement. Feedback from peers and facilitators
will play a crucial role in helping participants refine their skills.
Participants will also engage in self-reflection by watching recordings
of their speeches. They will evaluate their performance, noting areas of
improvement and setting goals for future sessions. This reflective process
will foster self-awareness and accountability, encouraging continuous
progress.
The final stage of the action research involves a summative
assessment, where participants will deliver a polished speech applying all
aspects of the SPEAKING technique. This presentation will demonstrate their
growth in public speaking skills. Their speeches will be evaluated on criteria
such as clarity, confidence, audience engagement, and delivery.
By the end of this action research, participants are expected to show
significant improvement in their public speaking abilities. They will feel more
confident, deliver clearer messages, and effectively engage their audiences.
This process not only enhances their communication skills but also builds
their self-esteem, preparing them for success in various aspects of life. The
SPEAKING technique provides a structured yet flexible framework, making it
an effective tool for developing confident and skilled public speakers.
 Action Research Question

This study seek to determine the effect of using the SPEAKING

technique on the Grade 12 HUMSS students in Dumingag Senior High School.
Based on focus intended, this study seek to answer the following questions:

1. What is the public speaking skills of the students-respondents before

implementing the SPEAKING technique?
2. What is the public speaking skills of the students-respondents after
implementing the SPEAKING technique?
3. Is there any significant difference between the speaking skills of the
students after the implementation of SPEAKING technique?
4. What are the implications of implementing SPEAKING technique on the
performance of the students?

Action Research Methods

Research Design
A sequential explanatory design will be employed, integrating both
quantitative and qualitative approaches to provide a comprehensive
understanding of the SPEAKING technique’s effectiveness in improving public
speaking among struggling students at Dumingag Senior High School.
Quantitative data will be gathered through pre-assessment and post-
assessment to measure students’ public speaking performance and track
improvements. Meanwhile, qualitative data will be collected through
interviews to capture the experiences, insights, and perceptions of students
involve in the intervention. This combination of methods aims to ensure a
balance analysis, offering both statistical evidence and in-depth perspectives
to support the study’s findings.
Participants and other Source of Data Information
The participants of this action research will be the 10 students who are
struggling in terms of public speaking as identified through the results of the
rubrics. These students are currently enrolled in Grade 11, Section China, at
Dumingag Senior High School. The study will focus on addressing their
specific needs by implementing the SPEAKING technique, aiming to improve
their speaking and overall academic performance. Through targeted
interventions, the research seeks to provide valuable insights into effective
strategies for supporting at-risk students.
Research Instruments
The researchers will prepare pre-assessment and post-assessment
sheets enough for the respondents. The researchers crafted an oral activity
to asses the speaking skills of the students and with the use of rubrics, the
researchers will be able to measure the respondent’s performance before
and after the implementation of the SPEAKING technique. The researchers
will also prepare interview questionnaires to gather in-depth insights and
perspectives form the participants. For the quantitative phase, the pre-
assessment and post-assessment sheets will focus on collecting measurable
data, such as scores, statistical outcomes, and performance metrics, to
assess the effectiveness of the SPEAKING technique in improving public
speaking skills among struggling students. In the qualitative phase, the
interview questionnaires will be designed to explore the respondent’
experiences and perceptions regarding the implementation of the strategy.
Data Gathering Procedure
To ensure the integrity of the action research to be conduct, the
researchers secured permission from the school head of Dumingag Senior
High School for the consent allowing the researchers to conduct a study to
the chosen section of Humanities and Social Sciences (HUMSS-strand)
through the implementation of SPEAKING technique as a tool for enhancing
the public speaking skills of the students. The researchers also seek the
permission of the class adviser. Once the permission was granted, the
researchers started to conduct the intervention. The respondents were also
asked to participate the pre-assessment and all information gathered was
kept with the utmost confidentiality. After taking the pre-assessment, the
researchers will introduce their intervention with a one month allotment and
will proceed to the post-assessment. Then, the gathered data of both
quantitative and qualitative measures were analyzed and interpreted
simultaneously. Hence, both findings were presented and took part as the
basis if the particular intervention was effective.

Data Analysis
To determine the performance of the students before and after the
implementation of SPEAKING technique and its difference, the t-test
statistical tool will be used. This statistical tool is appropriate for comparing
two related samples, specifically the pre-test and the post-post of the same
group of students (Akpan, 2023). It is used when the goal is to evaluate the
effectiveness of the intervention, particularly when the students have
varying levels of prior knowledge or abilities. Compare the means from pre-
assessment and post-assessment, and will use the T-test formula.
The rubrics of pre-assessment and post-assessment utilize the rating
scale below to obtain the significance difference before and after
implementing the SPEAKING technique.
 Table 1: Rating Scale from DepEd
For the qualitative measures, the thematic analysis will be utilized for
getting the experiences of the students along with the intervention with
SPEAKING technique. Thematic analysis is a crucial method in this study as it
allows for the identification, analysis, and reporting of patterns or themes
within qualitative data. By organizing complex participant responses into
coherent themes, thematic analysis enables a deeper understanding of the
perceptions, behaviors, and experiences of the participants, particularly in
studies focusing on education and mental well-being. In this research, it
plays a vital role in analyzing how specific strategies, like the SPEAKING
technique, influence student performance and engagement. Thematic
analysis not only uncovers the underlying factors influencing these
phenomena but also helps ensure that the findings are valid and reflective of
diverse perspectives, providing rich insights that guide the development of
actionable recommendations for educational improvement.
 REFERENCE
Kirkwood, C. K., & Melton, S. T. (2022).Anxiety disorders. In J. T. Dipiro, R. L. Talbert,
G. C. Yee, G. R. Matzke, B. G. Wells, L. M. Posey, Pharmacotherapy: A
pathophysiologic approach (5th ed.). New York, NY: McGraw-Hill.
Ting, A., Sellnow D. D., & Tridinanti, G. (2021). The Correlation between Speaking
Anxiety, Self-Confidence, And Speaking Achievement of Undergraduate EFL
Students of Private University in Palembang. International Journal of
Education & Literacy Studies, 6(4), 35-38.
http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.35
 Appendix A
Pre-assessment and Post-assessment

For this oral activity, the respondents will present a short speech (2-3
minutes) about the importance of education in front of the class. Students
should prepare a well-organized speech that includes personal experiences,
famous quotes, or real-life examples. Since the researchers already
introduced the SPEAKING technique the respondents must apply those
technique during the presentation. While the respondents are delivering the
teacher will evaluate them based on Confidence, Projection, Eye contact,
Audience engagement, Knowledge, Intonation, and Gestures. The evaluation
will consider the SPEAKING technique that is being applied during the
presentation. The respondents are encouraged to do their best and engage
their audience effectively.

SPEECH RUBRICS
Criteria 5- 4 - Good 3- 2 - Needs 1 - Poor
Excellent Satisfactory Improvemen
t
Confidenc Speaker is Speaker is Speaker is Speaker Speaker
e highly confident somewhat appears lacks
confident, but shows confident nervous and confidence
speaks minor but lacks unsure. and
without hesitation. consistency. struggles to
hesitation, speak.
and
maintains
a strong
presence.
Projectio Voice is Voice is Voice is Voice is Voice is
n loud, mostly clear sometimes often too barely
clear, and and audible too soft or soft, making audible,
well- with minor lacks it hard to making
modulated variations. variation. hear. understandi
, making it ng difficult.
easy to
hear.
Eye Maintains Maintains Makes some Rarely No eye
Contact strong eye good eye eye contact makes eye contact;
contact contact but but relies on contact, only reads
with the occasionally notes. mostly from notes
audience looks away. reading or looks
throughou from notes. down.
t the
speech.
Audience Keeps the Engages the Shows some Audience No effort to
Engagem audience audience engagemen shows little engage the
 ent interested well but has t but lacks interest due audience.
through minor energy. to lack of
tone, lapses. connection.
expression
s, and
interaction
.
Knowledg Clearly Shows good Shows some Limited Shows little
e understan understandi understandi understandi to no
ds the ng with ng but lacks ng with understandi
topic and minor depth. noticeable ng of the
presents errors. gaps. topic.
informatio
n
accurately
and
effectively.
Intonatio Uses Mostly uses Intonation is Speech Completely
n varied appropriate flat at lacks monotone,
intonation intonation times, intonation, no
to with minor making making it expression
emphasize monotony. speech less dull. or
key points engaging. emphasis.
and
maintain
interest.
Gestures Uses Uses Uses few Rarely uses No gestures,
natural gestures gestures, gestures, making
and appropriatel sometimes making speech
effective y but with forced or speech unexpressiv
gestures minor unnatural. static. e.
to awkwardnes
emphasize s.
points.
Total Score: ____ / 35
This rubric helps assess overall performance, ensuring students are evaluated on
both content and delivery.
 Interview Guide Questionnaires
“What are the implications of implementing SPEAKING technique on the
performance of the students?”

General Question Descriptive Question Probing Question

How does In what ways does the How does the

implementing the SPEAKING technique SPEAKING technique
SPEAKING technique help improve your address your specific
affect your academic public speaking skills? challenges in public
performance? speaking?
*Giunsa sa SPEAKING
*Unsa ang epekto sa technique pagtabang *Giunsa pag-atubang
paggamit sa SPEAKING sa pagpaayo sa imong sa SPEAKING technique
technique sa imong abilidad sa pagsturya ang imong mga kalisod
performance sa pag atubangan sa daghang sa pag-sturya sa
skwela? mga tawo? daghang mga tawo?