Final Research PDF

MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX i
A STUDY ON FACTOR AFFECTING THE SPEAKING PERFORMANCE DURING

ENGLISH CLASS AMONG SELECTED GRADE 7 CLUSTER 1
OF MUNTINLUPA NATIONAL HIGH SCHOOL -
TUNASAN ANNEX SY. 2018 – 2019
A Research
Presented to the Research Advisers of
Muntinlupa National High School Tunasan Annex
Tunasan, Muntinlupa City
In Partial Fulfillment of the Requirements for the Grade 10 Junior High School
Year 2018 – 2019
RAFHAEL A. ABUAN
JHONA MAE ARCILLA
JOANA MAY A. BANQUIRAY
GERICK C. CABUTAJE
ROCHELLE T. CARUBIO
KHARLA CLAVERIA
ANGELU P. CUNANAN
JOHN LLOYD M. DEVILLA
XYLX JADE V. ESPELETA
JOHN MARK G. ESTOMATA
ROVIC G. FIGUEROA
JOHN LLOYD C. LABASBAS
JOHN ANTHONY PAIMAN
MARIA VERONICA TACLIBON
MARCH 2019
MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX ii
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis titled ‘A STUDY
ON FACTOR AFFECTING THE SPEAKING PERFORMANCE DURING
ENGLISH CLASS AMONG SELECTED GRADE 7 CLUSTER 1 OF
MUNTINLUPA NATIONAL HIGH SCHOOL - TUNASAN ANNEX SY. 2018 –
2019’ for Grade 10 at the Muntinlupa National High School - Tunasan Annex
embodies the result of original and scholarly work carried out by the undersigned.
This research does not contain words or ideas taken from published sources or
written works that have been accepted as basis for the award of a degree from
any higher education institution, except where proper referencing and
acknowledgment were made.
Rafhael A. Abuan Xylx Jade V. Espeleta

Jhona Mae Arcilla John Mark G. Estomata
Joana May A. Banquiray Rovic G. Figueroa
Gerick C. Cabutaje John Lloyd C. Labasbas
Rochelle T. Carubio John Anthony Paiman
Kharla Claveria Maria Veronica Taclibon
Angelu P. Cunanan John Lloyd M. Devilla
Researchers
March 2019
MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX iii
ACKNOWLEGEMENTS
The researchers extend their sincere gratitude and appreciation to the
following important people who helped in the completion of this study.
First, to their research adviser and panellist, Ms. Danica Anna C.
Rocha, LPT and for Ms. Krystelle R. Dumlao, LPT giving us experience and
insights about making research. Her understandings in us whenever we submit
our papers late, correcting grammar and make us realized to believe in our self
and make it a habit to be ready everyday of our lives.
Also, to our research consultant and statistician, Mr. Mark Vincent
Argana, MPsy. for inspiring advices to utilize our knowledge to be productive to
make our research possible.
To our families who supported us morally and of course financially. For
the full understanding, love, care and patience.
To our classmates in 10 – Challenger, thank you for inspiration to
overcome every battles we gone through. For the undying strength to do this
study and believing that we can make it.
To our Lord God for always lending us the strength, courage,
knowledge and unconditional love that we needed to make this study possible
and finish well.

MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX iv
As the book of James said, “Blessed is the man who remains steadfast
under trial, for when he has stood the test he will receive the crown of life, which
God has promised to those who love him.”
For His glory alone, the researchers dedicate their work
R.A.A.
J.M.A.
J.M.A.B.
G.C.C.
R.T.C.
K.C.
A.P.C.
J.L.M.D.
X.J.V.E.
J.M.G.E.
R.G.F.
J.L.C.L.
J.A.P.
M.V.T.
March 2019
MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX v
ABSTRACT
Title : A Study On Factor Affecting The Speaking

Performance During English Class Among Selected
Grade 7 Cluster 1Of Muntinlupa National High School -
Tunasan Annex SY. 2018 – 2019
Researchers : Angelu Cunanan Veronica Taclibon

Anthony Paiman Danniela Villaran
Joana Banquiray John Lloyd Devilla
Rafhael Abuan John Mark Estomata
Gerick Cabutaje Jhona Mae Arcilla
Xylx Espeleta John Lloyd Labasbas
Rovic Figueroa Rochelle Carubio
Grade & Section : 10 – Challenger
Institution : Muntinlupa National High School – Tunasan Annex
Year : 2018 – 2019
Adviser : Ms. Danica Anna C. Rocha, LPT

Ms. Krystelle R. Dumlao. LPT
The Problem
This study aims to know what factors does the Grade 7 student affect
their speaking performance during English class.
Research Methodology
To identify the problem or the hindrance in speaking performance
during English class. The researchers utilized a survey questionnaire. The
study is primarily descriptive research because as defined by Gall, M. D.,
Borg, W. R., & Gall, J. P. (1996) it is use to describe a situation, subject,
behavior, or phenomenon. It is used to answer questions of who, what, when,
MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX vi
where, and how associated with a particular research question or problem. It

is used to observe and describe a research subject or problem without
influencing or manipulating the variables in any way.
Findings
All 4 Factors that emphasizes in the statement of the problem which

are Listening Skills, Speaking Problems, Affective Factors and Environmental
Aspects. There were no problems in terms of Listening Skills and
Environmental Aspects while the other two factors shows that there were
difficulties in Speaking Problems and Affective Factors.
Conclusion
Majority of the respondents were having trouble in English speaking by

means of pronunciation, preferred medium of language and little knowledge in
using words to say. On the other hand the affective factors mainly focuses of
confidence in speaking English and Anxiety of committing mistakes as well as
struggles in facing large audiences.
Recommendation
The researchers recommend that make speaking English as a habit. In

this way the students will enhance these skills in communicating English
language. Align with it is there are many ways to improve foundation of
speaking which are watching movies or TV in English, with subtitles also
Listen to music in English and sing along. Music is one of the best tools for
learning intonation pronunciation as well as most natural way to learn
grammar is through talking and lastly practice and preparation can be a big
help for building confidence.
MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX vii
TABLE OF CONTENTS
TITLE PAGE ………………………………………………………………………….i

CERTIFICATION OF ORIGINALITY………………………………………………...ii
ACKNOWLEDGEMENTS…………………………………………………………….iii
ABSTRACT …………………………………………………………………………….v
TABLE OF CONTENTS………………………………………………………………vii
LIST OF TABLES……………………………………………………………………..viii
LIST OF FIGURES ……………………………………………………………………ix
Chapter 1 THE PROBLEM AND ITS BACKGROUND
Introduction ……………………………………………1
Background of the Study ……………………………2
Statement of the Problem …………………………..4
Scope and Limitations of the Study….…………….….5
Significance of the Study ..……………………….……5
Definition of Terms …………….……………………..7
Chapter 2 REVIEWS OF RELATED LITERATURE AND STUDIES
Foreign Literature ……………………………………8

Local Literature ……………………………………..10
Foreign Studies ………………………………………..12
Local Studies …………………………………………13
Synthesis of the Reviewed Literature
and Studies …………………………………………….15
Chapter 3 RESEARCH METHODOLOGY
Research Design ………………………………….17

Population, Sample and Sampling Technique . …18
Instrumentation ……………………………………18
Data-Gathering Procedure …………………………19
Statistical Treatment of Data ……………………20
MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX viii
Chapter 4 PRESENTATIONS, ANALYSIS AND INTERPRETATION OF

DATA
Interpretations and Data ….………………………..21
Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings …………………………………41

Conclusions ……………………………………………43
Recommendations …………………………………..44
References ………………………………………………….46
Appendices……………………………………………………..50
Appendix 1: Research Instruments …………………51

Appendix 2: Letters ………………………………52
Appendix 3: Document/Table ……………………..54
Appendix 4: Curriculum Vitae ……………………….56
Appendix 5: Documentation ………………………69
MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX ix
LIST OF TABLES
Number Title Page
1. Frequency and percentage Distribution of 21

Respondents According to Age
2. Frequency and Percentage Distribution of 22

Respondents According to Gender
3. Frequency and Percentage Distribution of

Respondents in Listening Ability Question no. 1 24
4 Frequency and Percentage Distribution of

Respondents in Listening Ability Question no. 2 25

Respondents in Speaking Problems Question no. 1 27



Respondents in Affective Factors Question no. 1 31

Respondents in Affective Factors Question no. 2 33

Respondents in Environmental Factors Question 1 34


13 Summary of Data in Mean and Range by Questions 39

MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX x
LIST OF FIGURES
Number Title Page
1. Figures of Frequency and Percentage of 21

Age of Respondents
2. Figures of Frequency and Percentage of

Gender of Respondents 23
3 Frequency and Percentage of Respondents in

Listening Ability Question no. 1 24

Listening Ability Question no. 2 26

Speaking Problems Question no. 1 27



Affective Factors Question no. 1 32

Affective Factors Question no. 2 33

Environmental Factors Question no. 1 35


MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the background of the study, the statement of the
problem, scope and limitation of the study, the significance of the study, and the
definition of terms uses in the entire study.
Introduction
Every people in the world can connect with each other through a system of
communication, and our message approach before anything else is language.
Language is communication system based upon words and words combination
into sentences. Language is totally people assets because other life beings do not
speak through communication system like human use language (Crystal, 2003).
Therefore, this communication system is needed for all human being. It helps us
to express feelings, desires, and most importantly it helps us interacting with one
another.
Language is very important in the daily lives of people since it is the means by
which people communicate. When we learn our native language, we usually learn
to listen first, then to speak, then to read, and finally to write. (Valeous, 2014)
emphasize the four essentials are known as foundation skills of language
learning. One general language for a whole nation is an important factor for good
communication. Language plays a prominent role in society. It is the way of
communication between yourself and others. In English language teaching and
learning, Speaking is one of the most demanding skills in the daily life. Every
people need to communicate with others through speaking. Furthermore, it has
become very important because it plays an important role in any life aspects.
Through speaking people can transfer ideas, opinion, and knowledge with others.
Through communication people can show ideas and knowledge easily and
clearly. It is a good way to show abilities. It could be said that knowledge is of
limited value if it is not applied, which through communication, we can show that
we are knowledgeable (Kurian, 1997). Therefore, having a good communication
skill is very essential. Not all language learners after many years studying English
can communicate confidently, and correctly. Good communication skill is not only
essential for good achievement in academic life but also for a successful future
career. In every organization, leader, manager and employee also effective
communication is an important element of success. It does not only help you get
the job you want but also help you become more successful in the job you have.
Background of the Study
This research as propose is all about students having difficulty to express
themselves by speaking English. Hindrance of speaking in English is one of the

aspects of the research for us to formulate some conclusion by helping out other
students.
Bueno (2017) elaborate that speaking in a second or foreign language has
often been viewed as the most demanding of the four skills. Thus, the demand of
speaking fluently is high rather than other language skills, although the others
cannot be underestimated. English speaking skill requires the speaker to use the
dependable language where it means that the students need to use the language
in any occasions or when communicate with the other students in academic
context.
According to Arnold (2011), Teachers believe that oral communication
problems can be solved through more practices in vocabulary and structure,
learning and using language in a foreign perspective is strongly connected to the
learner constructions of self. In fact, achieving fluency in speaking is not easy.
Students are not only demanded to use grammar correctly or having good
pronunciation and vocabulary, they are also demanded to know the knowledge of
how to use the language. Communication problems occur because the learner
encounter a word they do not understand, a form of word they do not know how to
use, or find that they are unable to express their intended meaning.
Other problems that appear in student’s speaking are lack of self-confident
and anxiety. They may confront with certain feelings that affect their English
speaking such as unconfident, shy, anxious, nervous, and worry. If the students
themselves do not believe that they are able to speak, it has become a big
problem for them. (Stalin, 1976)
Speech difficulties can be affected by a person’s emotional state, A speech
is regularly clearer when a person is feeling confident and relaxed especially most
important factors to consider when connecting with people who have speech
problems so finding a way out for resolving speaking problems become very
necessary so that the student can speak English better. (Sjoberg ,2006)
Statement of the Problem
The study aims to determine the factors affecting speaking performance during
English class on selected Grade 7 Cluster 1 students of Muntinlupa National High
School – Tunasan Annex
1. What is the profile of the respondents according to
1.1 Age
1.2 Sex
2. What factor greatly affects the speaking performance of the student during
English class?
2.1 Listening Ability
2.2 Speaking Problems
2.3 Affective Factors
2.4 Environmental Factors

3. What can be the problems or hindrance of students in speaking during
English class?
Scope and Limitation
This study aims to examine the student issues in speaking performance
,during English class. The respondents are composing of freshmen students at
regular age fall into the bracket of 12 -14 years old. Freshmen students or Grade
7 Cluster 1 of 6 sections are the respondents and Muntinlupa National High
School – Tunasan Annex is the place of research.
The study was able to measure the speaking difficulties among the students
during English subject. The struggle in interacting was the primary concern of the
research. Also the study includes the profile of the respondents such as age and
gender
Significance of the Study
This result may contribute useful information to the following.
To the English Language Teachers
To have insights why students are have difficulty in speaking during English
class and making it as a guide to develop a activities that uplift their voices to
perform during class.

To the Parents of English Language Learners
To gain substantial knowledge of making their children cheer up to conquer
their fears in speaking during class and make it a habit of supporting children to
build rapport to enhance their communicating skills.
To the English Language Learners
For them to boost their self-confidence and making comfortable
communicating during English class and achieving their dreams by developing
good collaborative life in the future by means of building rapport.
For the School Administration
To know if teachers are value in their passion of teaching and make school
environment good enough in expressing ones opinion, suggestions in order to
make school in standards of giving academic excellence in every student enrolled
in it.
For Future Researchers
To provide with a guide in researching topics that is connected with broad
subject matter of factors affecting speaking performance during English class.

Definition of Terms
The following terms were operationally defined:
Affective Factors. It is emotional factors which influence learning. They can
have a negative or positive effect. Negative affective factors are called affective
filters and are an important idea in theories about second language acquisition.
(Oxford, 2013)
Communication. A process by which information is exchanged between
individuals through a common system of symbols, signs, or behavior.
(Merriam, 2010)
Listening. The active process of receiving and responding to spoken (and
sometimes unspoken) messages. (Brownell, 1993)
Speaking. The action of conveying information or expressing one's thoughts
and feelings in spoken language. (Brownell, 1993)
Topical Knowledge. It is immediate relevance, interest, or importance owing
to its relation to current events and knowledge or ideas. (Webster, 2003)
Fluency. This refers to the smoothness and effortless speech production of
the respondents. (Oxford, 2013)

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies which are
related to the study entitled a study of factors affecting speaking performance
during English class among Grade 7 students Cluster 1 of Muntinlupa National
High School – Tunasan Annex. It also contains review that included concept taken
from the books and published articles and findings from studies of the topic.
Foreign Literature
Students lack of confidence usually occurs when they realize that his/ her
partner do not understand while they are having a conversation. In this case, they
tend to keep silence rather than keep speaking English. Regarding to this, Liu
(2016) argues that the students lack of confidence in speaking English will
influence their speaking ability and aural comprehension.
Boonkit (2015) mention other common factors causing students anxiety
includes lack of vocabulary, lack of confidence, fear of making mistakes and
being laughed at, lack of preparation and shyness. Lack of vocabulary knowledge
could lead to the students’ difficulties in language reception and productions and
becomes an obstacle that hinders them to express themselves in English. Lack of
vocabulary was identified as a main cause for students anxiety in oral English
classroom. Inability to express the idea because of lack of confidence is one of
another cause of anxiety in oral English classroom.
According to Lucas (2017), People who converse easily in all kinds of
everyday situations become frightened at the idea of standing up before a group
to make a speech.
In today’s time and age, good communication skills are needed the most at all
levels. According to Raja (2015) that communication becomes one of the markers
of social solidarity, social ranking and professional capabilities and most of the
components of the language are learnt through this medium.
Speaking is retell, summarize, discuss, share, tell, persuade, argue, report,
recite, describe, comment, explain, sing, echo, repeat, read aloud, present, talk,
say, whisper, chant, announce, ask, and answer. It imply that the language is
produced by sounds in order to express ideas and feeling to other people, to
inform news, report, and to do something relating to the sound. (Haynes and
Jacarian, 2018)
Nunan (2017) added that speaking is the productive aural/oral skill. It consists
of producing systematic verbal utterances to convey meaning. It means that
speaking is how to make meaningful sounds to communicate one another. Also
Hoge (2015), denotes that students know a lot of English, they know a lot of
grammar rules. The problem is they can’t understand instantly and effortlessly.
others cannot speak clearly, confidently and effortlessly. People know about
English linguistics, the academic study of linguistics, nouns and verbs and
pronouns and phrases and clauses and different verb tenses, all of that stuff, but
they can’t perform. It is huge problem, all these adult students out there who just
can’t actually speak English well and understand it well, even though they know a
lot. Most schools, most programs and, indeed, most students in those schools are
focused on Academic English.
Local Literature
The problem is that many Filipinos feel intimidated by someone who speaks
fluent English. Senobio (2015) states that no language should be viewed as
superior to others. We teach and learn English not because it is a better language
than the others but because, for now at least, it is the global language for
business, media, science and many more human activities. If we are fluent in the
language, there will be no feeling of intimidation. English does not make one
better it makes one equal to others. Lack of practice is another problem. Students
have so little time to speak and write English.
Lasaten and Racca (2016) both agrees that Educators agree that proficiency
in the English language is the basis for success in academic pursuits. Reading,
writing, and working with numbers are tasks that are based on language skills
describes this as the interplay between everyday language skills and more
advanced communication skills.

Indeed, language proficiency is a key to academic performance. A person
who does not know English, for instance, may not have access to the world’s
known scientific and technological discoveries that are predominantly written in
English. This means that students need to be proficient in English for a better
grasp of knowledge in Technology, Science, and Mathematics.
Using English more frequent only inside the class and less frequent outside
the class. Whereas, students’ have limited time to learn English in class, and they
still do not have enough encouragement to practice English outside the class in
order to get familiar with English. This case brings a problem that make senior
high school students have difficulties to communicate in English. Analysing the
causes that make the students difficult to communicate in English and suggest
some solutions that can overcome the difficulties. (Holmen, 2015)
Students difficult in speaking English are that the environment does not
support the students to speak English frequently. The environment here means
the people outside the class. People may think that the students just want to show
off when they speak English for daily conversation. The response that the
students get makes them loose their self-confidence to improve their speaking.
Since the students do not want to be rejected by the people around them, so they
use their native language in daily conversation.
Students unable to communicate in English fluently outside the class. Most
students are very easy to get confused with English grammar, while grammar is
much needed to form a right sentence others are very easy to get confused with
English grammar, while grammar is very needed to form a right sentence
moreover students do not have grammar mastery, of course they will not be able
to produce sentences that grammatically right. Realizing that the grammar
students have is very weak, so they feel embarrassed when they want to produce
English sentences orally (Verderber, R. F. Verderber, K. S., & Sellnow, D. D.
2016).
Foreign Studies
Tozcu (2016) amplified that according to his research, almost eighty out of
every hundred people experienced public speaking anxiety at a small or large
scale. Every four out of ten people rank public speaking fear as one of their top
three fears, often a fear more dreadful than death. Most psychologists refer to it
as an irrational fear which could be easily overcome.
Research of students anxiety in English speaking class focused on finding out
the types of anxiety, and the source of anxiety. The major findings of the study is
that the first, results of type of anxiety were found that there occurred two types of
anxiety, namely trait anxiety and state/situational anxiety. Trait anxiety is regarded
as a fixed stage of anxiety. This kind of anxiety is a part of a person's character
and hence is permanent, and it may hinder the language learning. State anxiety is
a normal physiological response; the feeling of anxiety eventually subsides, and
the person will then feel "normal" again. (Indrianty, 2016)
Ayurita (2018) identified that lack of English proficiency were weak in English,
some were afraid of making mistakes in terms of grammar, pronunciation and
arranging of words, and also their perceived lack of knowledge about the class
subjects that they were studying. The most frightening classroom situation
experienced by most of the students is when their perceived lack of English
proficiency is combined with their lack of knowledge or "unpreparedness" of the
topics in question. Factors contribute to their level of anxiety. Most of the students
were concerned about various kinds of evaluative situations in which their
knowledge and performance of English will be monitored by people around them.
They are conscious about the facial expressions of other students and also of the
lecturer. They are afraid if their audiences look bored and confused, and cannot
understand the information they are trying to deliver.
Local Studies
Department of Education asserts that students’ proficiency in Science and
Mathematics has a relationship with their language proficiency in English. Lasaten
and Racca (2016) emphasize that the study concludes that the students’
weaknesses in Science and Mathematics subjects are attributed to the students’
difficulty in English. As stated in his findings, the students’ difficulty in English

included difficulties in making inferences and interpretations of information,
deducing meaning, drawing conclusions, and summarizing ideas. All these boil
down to problem on comprehension, leading the students not to understand what
they are reading. They are not developing proficiency in the language. They have
difficulty in expressing their ideas in spoken and written form. Obviously, the skills
in English are pre-requisites in learning concepts in Science and Mathematics.
The study concludes that students’ English language proficiency could be a
predictor in the students’ academic performance in Science, Mathematics and
English since the medium of instruction used in the teaching of the said subjects
is English. Thus, English language program in school should be prioritized.
Orbeta and San Jose (2017) found that language anxiety specifically
apprehension affected pronunciation, grammar, comprehension, fluency, and
vocabulary while tension influenced grammar. However, results generally
revealed no significant relationship between language learning anxiety and oral
performance. It is noteworthy to point out that tension; nervousness and worry of
the respondents do not affect their oral performance. It attributed awareness of
their weaknesses in the spoken English, to the length of time they were exposed
in learning the English language and to the type of learning environment the
respondents had.
Lack of self- confidence in speaking the English language towards their
superiors, colleagues and in public speaking situations. This filter is shown and
understood to be caused by lack of exposure and practice of the language. It
reveals that employees seldom had any exposure to the language since they are
more at ease with Taglish in dealing with their peers and superiors as well as in
public speaking situations (Arriola, 2018)
Berroya (2018) implies that the anxiety from students of Mindanao influenced
by different factors provided that foreign language anxiety is caused by
communication apprehension, test anxiety and fear of negative evaluation. It was
emphasize that communication apprehension happens when the learner is
challenged not only in speaking but also in comprehending messages from the
other. In the context of the present study, it could be possible that respondents do
not find the use of English to be very or less difficult particularly in oral
communication activities. It is very likely that they have enough self-confidence as
they do not seem to show extreme anxiety or confidence when they need to
communicate with people especially that English oral communication subject
performs dyadic interaction, group discussions and even public speaking.
Synthesis of the Related Studies and Literature
The literature and studies summarizes the problems of the student by means
of doing speaking skills during English class. First Most students hesitate to speak
English because what others may think if they find the error. They can laugh at
them or insult them. To be on safe side, they prefer to keep quiet or speak as little
as possible. Students tough in speaking English are that the environment does
not upkeep the students to speak English frequently. The environment here
means the people outside the class. Those people may think that the students just
want to show off when they speak English for daily conversation. The response
that the students get makes them unattached their self-confidence to increase
their speaking. Since the students do not want to be excluded by the people
around them, so they use their natural language in everyday conversation. That
makes the students unable to communicate in English fluently outside the class.
Also People are very easy to get confused with English grammar, while grammar
is much needed to form a right sentence. If the students do not have grammar
mastery, of course they will not be able to produce sentences that grammatically
right. Understanding that the grammar students have is very weak, so they feel
uncomfortable when they want to produce English sentences orally.
Students’ self-confidence involves judgments and evaluations about one’s
own value and worth and it is highly correlated with feelings of anxiety, that
although is not necessarily a bad thing since a certain amount of anxiety can drive
students in the quest to learn a language, it is also consider a negative affective
variable which prevent learners from successfully learning a foreign language,
because learners become nervous and afraid , which contribute to poor aural /oral
performance in the classroom. On the other hand, high self-confidence can be
positively correlated with oral performance (Indiantry, 2016).

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, population, sample, and sampling
technique, instrumentation, data gathering procedure and statistical treatment of
data to be use in the study of factors affecting speaking performance during
English class to the selected Grade 7 Cluster 1 of Muntinlupa National High
School – Tunasan Annex.
Research Design
The study is primarily descriptive research because as defined by Gall, M. D.,
Borg, W. R., & Gall, J. P. (1996) it is use to describe a situation, subject,
behavior, or phenomenon. It is used to answer questions of who, what, when,
where, and how associated with a particular research question or problem. It is
used to observe and describe a research subject or problem without influencing or
manipulating the variables in any way (Svensson, 1984).
According to Punch (2013) that it is important to gather information with
disruption of the subjects or when it is not possible to test and measure large
numbers of samples. It allows researchers to observe natural behaviors without
affecting them in any way. The study using the normal survey method, which
made use of the perception of the respondents about factors affecting speaking
performance during English class. This research method proves adequate factors
which is more accurate formation to be solved and to increase the quantity of
information needed.
Population, Sample, and Sampling Technique
This study concerns with Freshmen or Grade 7 students Cluster 1 of
Muntinlupa National High School – Tunasan Annex. The respondents of the study
consist of seventy five (75) students in a purposive type of sampling through
numerical handlings of data. We use this because according to Gravetter &
Forzano (2011) Purposive sampling also known as judgment, selective or
subjective sampling is a sampling technique in which researcher relies on his or
her own judgment when choosing members of population to participate in the
study. It also prove to be effective when only limited numbers of people can serve
as primary data sources due to the nature of research design and aims and
objectives.
Instrumentation
The main instrument use in the study was a survey questionnaire made by
the researchers of this study. It consists of 4 scores for likert scale, the answers
will be measures through the following indicators which is never, seldom, often
and always about the factors affecting speaking performance during English class
of Grade 7 Cluster 1 of Muntinlupa National High School – Tunasan Annex.
Data Gathering Procedure
The researchers will be securing permission from the teachers of Grade 7
Cluster 1 of Muntinlupa National High School – Tunasan Annex. This will be a
permit to conduct a study inside their classrooms premises and use the students
as a participant in our survey.
The researchers will go inside the classroom of the students and distribute
randomly the questionnaire to the Grade 7 students. Before the administration of
the survey the researchers will be noting important instructions from the test.
The researchers will be using a validated questionnaire and improvise
questions to know the demographic data of the respondents. After the test, the
researchers will be score and tabulate the data gather and make an interpretation
align with the data collected.

Statistical Treatment of Data
The data collection was classify, tabulate and coded for the analysis using
descriptive statistics such as frequency counts and percentage.
The percentage was computed using this formula:
Where: P – Percentage
f – Frequency
n – Number of Respondents
The weighted mean is use to determine the average responses of four (4)
options in each item which is 4 for ALWAYS, 3 for OFTEN, 2 for SELDOM and 1
for NEVER.
Where: ∑x – Sum of all data values
n – total number of respondents

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the summary of finding, conclusion and
recommendation relative “The study of factor affecting speaking performance
during English class among selected Grade 7 Cluster 1 of Muntinlupa National
High School Tunasan Annex”.
Table 1. Frequency and percentage Distribution of Respondents

According to Age
Age (In years) Frequency Percentage

12 33 44
13 32 42.67
14 10 13.33
Total 75 100%
50 44% 42.67%
40
33 32
30
20 13.33%
10
10
0
12 YEARS OLD 13 YEARS OLD 14 YEARS OLD
Frequency Percentage
Figure 1. Figures of Frequency and Percentage of Age of Respondents

Frequency and percentage distribution of respondents according to age
shows that 33 out of 75 respondents or 44% were 12 years old while 32 of them
or 42.67% were 13 years old and the remaining 10 respondents or 13.33% were
14 years old. It further shows that majority of Grade 7 students of MNHS-TA were
in the age of 12-13 years old. According to Zhang (2009) In age of young
learners, the spoken language is the medium through which a new language is
encountered, understood, practiced, and learnt. Rather than oral skills being
simply one aspect of learning language, the spoken form in the young learner's
classroom acts as the prime source of language learning.
Table 2. Frequency and Percentage Distribution of Respondents

According to Gender
Gender Frequency Percentage (%)
Female 36 48
Male 39 52
Total 75 100%
Figure 2. Figures of Frequency and Percentage of Gender of Respondents
Frequency and percentage distribution of respondents according to gender
shows that 36 out of 75 of the respondents or 48% were Female while the
remaining 39 or 52% were Male. It implies that majority of the respondents were
female because greater part of the population of the sophomores students in
Muntinlupa National High School Tunasan Annex are Male.
According to Mayor, B (2009), as they mature girls and boys increasingly
differentiate their language use to reflect their gender roles. Girls use more
indirect language than boys, and are more likely to modify their speech styles in
varying contexts. For boys, behavioural expectations are reinforced with
expressions like You throw like a girl, and Big boys don’t cry. As children
develop, these differences begin to show more clearly in language. They become
part of the communication style that is there for life.

Table 3. Frequency and Percentage Distribution of Respondents in

Listening Ability Question no. 1
Always 48 64
Often 18 24
Seldom 5 6.67
Never 4 5.33
TOTAL 75 100%
70 64%
60
48
50
40
30 24%
18
20
10 5
6.67% 5.33%
4
0
Always Often Seldom Never
Figure 3. Frequency and Percentage of Respondents in

The table above shows the frequency and percentage distribution of the
respondents in aspects of listening ability question number 1 which is “When
someone speaks, I use my listening skills to clearly understand what is the
message being conveyed by the speaker”. It shows that 48 out of 75

respondents or 64% were answered always, while 18 of them or 24% answered
Often whereas 5 respondents or 6.67% responded Seldom and the remaining 4
of them or 5.33% of them answered never.
According to Hasan (2013), the problem is believed to cause by the habit of
listening to word by word. Others do not focus on any particular cues which help
them predict what is going to be talked about. However, in every listening task,
cues are provided indirectly that well-trained or experienced listener could
recognize it naturally. For instance, the title of the task can help learners to guess
the points coming next. In addition, prediction can be made by photos, maps,
charts or anything that provided in the listening. Besides, making questions
relating to the listening topic would keep students motivated and improve their
comprehension.

Listening ability Question no. 2
Always 29 38.67
Often 31 41.33
Seldom 8 10.67
Never 7 9.33
TOTAL 75 100%

respondents in aspects of listening ability question number 2 which is “When
people around me are talking, I listen and try my best to understand their
perspective”. It shows that 31 out of 75 respondents or 41.33% were answered
often, while 29 of them or 38.67% answered always whereas 8 respondents or
10.67% responded Seldom and the remaining 7 of them or 9.33% of them
answered never.
Active listening is a way of listening and responding such that the speaker
knows you’re truly interested in their ideas, concerns, and opinions. It involves
giving the speaker your undivided attention, withholding judgment, and being
mindful of your facial expressions and body language because nonverbal
communications to show your respect for the speaker. (Wenden, 2010)

TABLE 5. Frequency and Percentage Distribution of Respondents in

Speaking Problems Question no. 1
Always 16 21.33
Often 31 41.33
Seldom 20 26.67
Never 8 10.67
TOTAL 75 100%

respondents in aspects of speaking problems question number 1 which is “I have
difficulties in speaking English due to lack of knowledge about the words in the
dictionary because I do not have enough vocabulary.”. It shows that 31 out of 75

respondents or 41.33% were answered often, while 20 of them or 26.67%
answered seldom whereas 16 respondents or 21.33% responded always and the
remaining 8 of them or 10.67% of them answered never.
Tozcu and Coady (2004) point out learning vocabulary is an important
aspect of language two and foreign language acquisition and academic
achievement and is vital to reading comprehension and proficiency, to which it is
closely linked.

Always 11 14.67
Often 35 46.67
Seldom 21 28
Never 8 10.67
TOTAL 75 100%

respondents in aspects of speaking problems question number 2 which is “I am
having difficulties in pronouncing several English words.”. It shows that 35 out of
75 respondents or 46.67% were answered often, while 21 of them or 28%
answered seldom whereas 11 respondents or 14.67% responded always and the
The incorrect pronunciation is often caused by the lack of sound similarity
between English and the students‟ native language. This is in line with what
Varasarin (2007) described that in this situation, the students wish they could
speak English fluently but most of them think that English is too challenging for
them to master. Regarding this, some expert view incorrect pronunciation has
been caused by instruction goal and the teacher himself and the teaching and
learning in this area which is inappropriate

Always 31 41.33
Often 26 34.67
Seldom 13 17.33
Never 5 6.67
TOTAL 75 100%

respondents in aspects of speaking problems question number 3 which is “I

prefer speaking tagalog than speaking English.”. It shows that 31 out of 75
respondents or 41.33% were answered always, while 26 of them or 34.67%
answered Often whereas 13 respondents or 17.33% responded Seldom and the
According to Hetrakul (2015) also said that they use English more frequent
only inside the class and less frequent outside the class. Whereas, students’
have limited time to learn English in class, and they still do not have enough
encouragement to practice English outside the class in order to get familiar with
English.

Affective Factors Question no. 1
Always 11 14.67
Often 12 16
Seldom 33 44
Never 19 25.33
TOTAL 75 100%

respondents in aspects of affective factors question number 1 which is “In school,
I feel confident to speaking English.”. It shows that 33 out of 75 respondents or
44% were answered seldom, while 19 of them or 25.33% answered never
whereas 12 respondents or 16% responded often and the remaining 11 of them
or 14.67% of them answered always.
Fernando Rubio (2007) states that one of the crucial obstacles for students’
academic success is oral skills for class participation. Oral participation and the
contribution of ideas involve not only information to be disseminated, but diligent
practice for presenting the information in an easy and understandable way; this
process almost always creates great stress for the students.


Always 25 33.33
Often 21 28
Seldom 18 24
Never 11 14.67
TOTAL 75 100%

respondents in aspects of affective factors question number 2 which is “I feel
embarrassed when I commit mistakes in speaking English.”. It shows that 25 out
of 75 respondents or 33.33% were answered always, while 21 of them or 28%
answered Often whereas 18 respondents or 24% responded Seldom and the
According to Rubio (2007) found that there are different learners’ factors that
may influence participation in a classroom such as unwillingness to participate
and fear of making mistakes in front of their classmates

Environmental Factors Question no. 1
Always 34 45.34
Often 24 32
Seldom 13 17.33
Never 4 5.33
TOTAL 75 100%

The table above shows the frequency and percentage distribution of
the respondents in aspects of environmental factors question number 1
which is “My teacher helps me to enhance my skills in speaking English.”. It
shows that 34 out of 75 respondents or 45.34% were answered always,
while 24 of them or 32% answered Often whereas 13 respondents or
17.33% responded Seldom and the remaining 4 of them or 5.33% of them
answered never.
Teachers can create recalling and sharing-experience opportunities
for students to make use of their background knowledge and experiences in
doing the tasks” to reach this, plenty time was invested to pre-teach oral
skills and strategies in preparing students for communicative tasks. After

revising some theories and previous researches, oral projects
presentations, among other activities, seem to provide the space the
students need to express them, share information and interact with others.
(Moore and Arago, 2004)

Always 30 40
Often 25 33.33
Seldom 14 18.67
Never 6 8
TOTAL 75 100%

which is “Speaking English is a must for every student. Therefore, it is very
essential to become an effective English speaker.”. It shows that 30 out of
75 respondents or 40% were answered always, while 25 of them or 33.33%
answered Often whereas 14 respondents or 18.67% responded Seldom and
the remaining 4 of them or 8% of them answered never.
English has become a global language and one of the most important
means of communication in a changing world where mass communication
and internet demand good knowledge of spoken English and it is one of the
most important skills to be developed. (Brown, 2006, p.57).

Always 30 40
Often 23 30.67
Seldom 10 13.33
Never 12 16
TOTAL 75 100%

which is “School provides a lot of opportunities and helps me mold my skills
to become an effective English speaker.”. It shows that 30 out of 75
respondents or 40% were answered always, while 23 of them or 30.67%
answered Often whereas 10 respondents or 13.33% responded Seldom and
the remaining 12 of them or 16% of them answered never.
English speaking environment assays the learners with improved
motivation and allows them to focus on their English communication
abilities. (Thornbury, 2002)

Table 13. Summary of Data in Mean and Range by Questions
TOTAL MEAN EXTENT

LISTENING ABILITY
1. When someone speaks, I use my
listening skills to clearly understand 260 3.45 VERY
what is the message being conveyed HIGH
by the speaker.
2. When people around me are talking, I
listen and try my best to understand 232 3.09 HIGH
their perspective.
SPEAKING PROBLEMS
3. I have difficulties in speaking English
due to lack of knowledge about the
words in the dictionary because I do 205 2.73 HIGH
not have enough vocabulary.
4. I am having difficulties in pronouncing VERY
several English words. 199 2.65 HIGH
5. I prefer speaking tagalog than speaking VERY
English. 233 3.10 HIGH
AFFECTIVE FACTORS
6. In school, I feel confident to speaking
English. 165 2.20 LOW
7. I feel embarrassed when I commit
mistakes in speaking English. 210 2.80 HIGH
ENVIRONMENTAL FACTORS
8. My teacher helps me to enhance my
skills in speaking English. 238 3.17 HIGH
9. Speaking English is a must for every
student. Therefore, it is very essential
to become an effective English 229 3.05 HIGH
speaker.
10. School provides a lot of opportunities
and helps me mold my skills to become 221 2.95 HIGH
an effective English speaker.
The table above shows the summary of data in mean and range by
questions, the 1st factor in speaking difficulties which is listening ability
under first question it shows that it has 3.45 mean percentage and got very
high in range and in the second question it shows that it has 3.09 mean
percentage and got high in extent while in the 2nd factor which is speaking
problems it shows that it has 2.73 mean percentage and got high in range,
in second question it shows that it has 2.65 mean percentage and got very
high in extent and in the third question it shows that it has 3.10 mean
percentage and got very high in extent. On the 3rd factor which is affective
factors ability under first question it shows that it has 2.20 mean percentage
and got low in range and in the second question it shows that it has 2.80
mean percentage and got high in extent while in the 4th factor which is
environmental factors it shows that it has 3.17 mean percentage and got
high in extent, in second question it shows that it has 3.05 mean percentage
and got high in range and in the third question it shows that it has 2.95
mean percentage and got very high in extent.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This Chapter presented the summary of findings , conclusions and
recommendation relative to The affecting the speaking performance during
English class among selected Grade 7 Cluster 1 of Muntinlupa National High
School Tunasan Annex (MNHS – TA) SY. 2018 - 2019.
Summary of Findings
The following findings were presented:
1. In terms of age it shows that 33 out of 75 respondents or 44% were 12
years old while 32 of them or 42.67% were 13 years old and the remaining
10 respondents or 13.33% were 14 years old. It implies that the greater
part of the respondents were 12 and 13 years old. With regards to gender
it can be collected that 36 out of 75 of the respondents or 48% were
Female while the remaining 39 or 52% were Male. It implies that majority
of the respondents were female because greater part of the population of
the freshmen students in Muntinlupa National High School Tunasan
Annex are female.
2. It shows that in the aspects of listening ability question number 1 and 2
majority of the respondents or 64% of them were always clearly listening
to the messages being conveyed by the speaker along with it while in the
understanding of the perspective of the message majority of the
respondents or 41.33% of them frequently apprehend its viewpoint.
3. On the other hand when it comes to Speaking Problems Factor about
41.33% or majority of them were having difficulty in speaking English due
to lack of knowledge on the right words to say while 46.67% or 35 of the
respondents were having difficulties in pronouncing several words in
English plus 31 or 41.33% of the respondents were prefer to speak
Tagalog than speaking in English.
4. The third factor which is Affective Factors, in confidence in speaking
English the majority or 44% of the respondents were actually occasionally
poise in communicating English as a medium of language while in the
embarrassment of committing mistakes in speaking English, 25 or 33.33%
were pledging that they always feel embarrass when it comes in
constraining errors in speaking English.
5. The last factor is about Environmental Aspects, it shows that majority or
45.34% of the respondents were helping by teachers to enhance skills in
speaking English. 40% or 30 of the respondents say that English is a must
as a student to become an effective English speaker lastly about 30 or
40% of the respondents were convinced that the MNHS-TA provides a lot
of opportunities and helps them to enhance skills to be a good English
speaker.
Conclusion
The following conclusions were drawn:
1. In relation with respondents demographic profile. Majority of the
participants were 12 and 13 years old that covers the freshman or the
1st year High School students. Widely held of population of MNHS – TA
were Female than Male.
3. In line of the 4 Factors that emphasizes in the statement of the
problem which are Listening Skills, Speaking Problems, Affective
Factors and Environmental Aspects. There were no problems in terms
of Listening Skills and Environmental Aspects while the other two
factors shows that there were difficulties in Speaking Problems and
Affective Factors.
4. Majority of the respondents were having trouble in English speaking by
means of pronunciation, preferred medium of language and little
knowledge in using words to say. On the other hand the affective
factors mainly focuses of confidence in speaking English and Anxiety
of committing mistakes as well as struggles in facing large audiences.

Recommendations
Based on the following conclusion, the following recommendations are
being presented by the researchers.
1. Watch movies or TV in English, with subtitles if you need them, and watch
the same programs over and over. Most people find that they understand
more each time. Listening helps you become familiar with the rhythms and
intonations of English.
2. Listen to music in English and sing along. Music is one of the best tools for
learning intonation pronunciation. Listening to and singing songs might
also help you remember vocabulary and it will help you learn to pronounce
English rhythm in a more natural way.
3. Don’t be afraid to make mistakes. Be confident. People can only correct
your mistakes when they hear you make them.
4. Surround yourself in English. Put yourself in an all English speaking
environment where you can learn passively. The best way to learn is
through speaking.
5. Keep a notebook of new words you learn. Use them in sentences and try
to say them at least 3 times when you speak.
6. Memorization of lists is one of the most common ways of learning
vocabulary for a test. It’s only a good exercise for short term studying
because you often do not retain the information that you have learned for
a test.
7. The most natural way to learn grammar is through talking.
8. Use an English/English dictionary as it will help you to keep thinking in
English and not translating.
9. Practice and preparation can be a big help for building confidence. For
example, rehearsing and rewriting your English presentations can help
you to memorize the material. The more familiar you are with your
material, the smoother your presentation will go and the easier it will be for
you to speak with confidence.
10. Reviewing what you’ve learned does require you to spend more time on
learning English. However, this step can make a huge difference in your
confidence levels if you take the time to go over your newly learned skills.
The more familiar you can become with new English vocabulary and
grammar, the better your delivery of spoken English will become.
11. Lastly, think about being calm. Remind yourself to relax and use your
English knowledge.
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APPENDIX 1
Research Instrument
Name (OPTIONAL): __________________________________ Section: ____________

Age: ____________ Gender: MALE FEMALE
INSTRUCTIONS: Please check the appropriate box that best represent you.
ALWAYS OFTEN SELDOM NEVER

4 3 2 1
LISTENING ABILITY
listening skills to clearly understand
what is the message being
conveyed by the speaker.
2. When people around me are
talking, I listen and try my best to
understand their perspective.
SPEAKING PROBLEMS
3. I have difficulties in speaking
English due to lack of knowledge
about the words in the dictionary
because I do not have enough
vocabulary.
4. I am having difficulties in
pronouncing several English words.
5. I prefer speaking tagalog than
speaking English.
AFFECTIVE FACTORS
6. In school, I feel confident to
speaking English.
7. I feel embarrassed when I commit
mistakes in speaking English.
8. My teacher helps me to enhance
my skills in speaking English.
student. Therefore, it is very
essential to become an effective
English speaker.
10. School provides a lot of
opportunities and helps me mold
my skills to become an effective
English speaker.
APPENDIX 2
Letters
APPENDIX 3
Tables
TABLE 14. Total Frequency Distribution of Questions
ALWAYS OFTEN SELDOM NEVER

4 3 2 1
LISTENING ABILITY
listening skills to clearly understand 48 18 5 4
what is the message being
conveyed by the speaker.
2. When people around me are
talking, I listen and try my best to 21 31 8 7
understand their perspective.
SPEAKING PROBLEMS
3. I have difficulties in speaking
English due to lack of knowledge
about the words in the dictionary
because I do not have enough
16 31 20 8
vocabulary.
4. I am having difficulties in 11 35 21 8
pronouncing several English words.
5. I prefer speaking tagalog than 31 26 13 5
speaking English.
AFFECTIVE FACTORS
6. In school, I feel confident to 11 12 33 19
speaking English.
7. I feel embarrassed when I commit 25 21 18 11
mistakes in speaking English.
8. My teacher helps me to enhance 34 24 13 4
my skills in speaking English.
student. Therefore, it is very 30 25 14 6
essential to become an effective
English speaker.
10. School provides a lot of
opportunities and helps me mold 30 23 10 12
my skills to become an effective
English speaker.
APPENDIX 4
Curriculum Vitae
ANGELU P. CUNANAN
178 Quezon st., Purok 7 Brgy. Poblacion Muntinlupa City
angelucunanan@gmail.com
+639167726887
Personal Data
Birthday : August 1, 2002
Place of Birth : Seoul, South Korea
Religion : Roman Catholic
Gender : Female
Nationality : Filipino
Educational Attainment
Pre- School : Spring Christian School of Muntinlupa

Elementary : Putatan Elementary School
High School : Muntinlupa National High School –Tunasan Annex
Achievement
Homeroom Honorable Mention Top 3 Grade 6 (Over all)
Homeroom Honorable Mention Top 8 Grade 10 (2nd Grading Period)
Homeroom Honorable Mention Top 6 Grade 10 (3rd Grading Period)
XYLX JADE V. ESPELETA

1012 Sto. Nino st., Brgy. Poblacion Muntinlupa City
Espeleta@yahoo.com
+639465476956
Personal Data
Birthday : October 6, 2002
Place of Birth : Muntinlupa City
Gender : Female
Elementary : Muntinlupa Elementary School

Achievement
ROCHELLE T. CARUBIO
117 Rizal st., Brgy. Poblacion Muntinlupa City
rochellecarubio@ymail.com
Personal Data
Birthday : April 24, 2003
Gender : Female

JOHN LLOYD C. LABASBAS

Blk. 3 Lot 6 Planas Ville Tunasan Muntinlupa City
johnlloydlabasbas@yahoo.com
+639167726887
Personal Data
Birthday : December 20, 1999
Gender : Male

Achievement

ROVIC G. FIGUEROA
64B Narra st., Sikat Ville Tunasan Poblacion Muntinlupa City
rovicfigueroa@yahoo.com
+639174197498
Personal Data
Birthday : December 9,2002
Gender : Male
Elementary : Tunasan Elementary School

Achievement

RAFHAEL A. ABUAN
Arayat Ext. Country Homes Alabang, Brgy. Putatan Muntinlupa City
rafhaelabuan@gmail.com
+639052195153
Personal Data
Birthday : January 21, 2003
Gender : Male
Elementary : Living Light Academy

Achievement
Homeroom Honorable Mention Top 13 Grade 7 (Living Light Academy)
Homeroom Honorable Mention Top 10 Grade 10 (2nd Grading Period)
GERICK C. CABUTAJE
158 Kitichachors st., Summitville Putatan Muntinlupa City
gerickcabutaje10@gmail.com
+639569479086
Personal Data
Birthday : June 10, 2003
Gender : Male
Elementary : F. De Mesa Elementary School

Achievement
Homeroom Honorable Mention Top 6 Grade 9(Over all)
JOHN ANTHONY PAIMAN

138 D Levis Compound Buendia st., Tunasan Muntinlupa City
johnanthonypaiman@yahoo.com
+639212685735
Personal Data
Birthday : July 29, 2003
Place of Birth : Paranaque City
Gender : Male

Achievement
MARIA VERONICA TACLIBON

406 Purok 1 Sucat, Muntinlupa City
fnicababes@yahoo.com
+639976727692
Personal Data
Birthday : June 4, 2001
Gender : Female
Elementary : Sucat Elementary School

JOHN MARK G. ESTOMATA

103 Buendia st., Tunasan Muntinlupa City
johnmark_galvez@gmail.com
+639167726887
Personal Data
Birthday : November 12, 2002
Gender : Male

JOANA MAY A. BANQUIRAY

78 G Arandia st., Tunasan Muntinlupa City
joanamaygomez@yahoo.com
+639997848578
Personal Data
Birthday : January 16, 2003
Place of Birth : Bacoor, Cavite
Gender : Female

Achievement
Homeroom Honorable Mention Top 4 Grade 9
JOHN LLOYD M. DEVILLA

85 Arandia st., Tunasan Muntinlupa City
lloydiebangs@gmail.com
+639482836451
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Birthday : July 21, 2003
Gender : Male

Achievement
APPENDIX 5
Documentation
Making Chapters 1 to 2 of Research

Making Chapter 3 in Research

Discussing Instructions and Conducting Survey

to Grade 7 of MNHS – Tunasan Annex
Grade 7 Students Answering Survey Questionnaire

Grade 7 Students Answering Survey Questionnaire

Tallying Results, Computing for Percentage and Mean for Chapter 4

Deliberating Findings and Making Recommendations for Chapters 4 and 5

Final Research PDF

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MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX i

A STUDY ON FACTOR AFFECTING THE SPEAKING PERFORMANCE DURING

ON FACTOR AFFECTING THE SPEAKING PERFORMANCE DURING

ENGLISH CLASS AMONG SELECTED GRADE 7 CLUSTER 1 OF

MUNTINLUPA NATIONAL HIGH SCHOOL - TUNASAN ANNEX SY. 2018 –

any higher education institution, except where proper referencing and

acknowledgment were made.

Rafhael A. Abuan Xylx Jade V. Espeleta

The researchers extend their sincere gratitude and appreciation to the

following important people who helped in the completion of this study.

First, to their research adviser and panellist, Ms. Danica Anna C.

insights about making research. Her understandings in us whenever we submit

and make it a habit to be ready everyday of our lives.

Also, to our research consultant and statistician, Mr. Mark Vincent

Argana, MPsy. for inspiring advices to utilize our knowledge to be productive to

make our research possible.

To our families who supported us morally and of course financially. For

the full understanding, love, care and patience.

To our classmates in 10 – Challenger, thank you for inspiration to

study and believing that we can make it.

To our Lord God for always lending us the strength, courage,

and finish well.

God has promised to those who love him.”

For His glory alone, the researchers dedicate their work

Title : A Study On Factor Affecting The Speaking

Researchers : Angelu Cunanan Veronica Taclibon

Grade & Section : 10 – Challenger

Institution : Muntinlupa National High School – Tunasan Annex

Year : 2018 – 2019

Adviser : Ms. Danica Anna C. Rocha, LPT

where, and how associated with a particular research question or problem. It

All 4 Factors that emphasizes in the statement of the problem which

Majority of the respondents were having trouble in English speaking by

The researchers recommend that make speaking English as a habit. In

TITLE PAGE ………………………………………………………………………….i

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Chapter 2 REVIEWS OF RELATED LITERATURE AND STUDIES

Foreign Literature ……………………………………8

Chapter 3 RESEARCH METHODOLOGY

Research Design ………………………………….17

Chapter 4 PRESENTATIONS, ANALYSIS AND INTERPRETATION OF

Interpretations and Data ….………………………..21

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND

Summary of Findings …………………………………41

Appendix 1: Research Instruments …………………51

Number Title Page

1. Frequency and percentage Distribution of 21

2. Frequency and Percentage Distribution of 22

3. Frequency and Percentage Distribution of

4 Frequency and Percentage Distribution of

5 Frequency and Percentage Distribution of

6 Frequency and Percentage Distribution of

7 Frequency and Percentage Distribution of

8 Frequency and Percentage Distribution of

9 Frequency and Percentage Distribution of

10 Frequency and Percentage Distribution of

11 Frequency and Percentage Distribution of

12 Frequency and Percentage Distribution of

13 Summary of Data in Mean and Range by Questions 39

Number Title Page

1. Figures of Frequency and Percentage of 21

2. Figures of Frequency and Percentage of

3 Frequency and Percentage of Respondents in