THE EFFECTS OF GLOSSOPHOBIA: FEAR OF PUBLIC SPEAKING

ON SENIOR HIGH SCHOOL STUDENTS

OF ICCT TAYTAY CAMPUS
S.Y. 2019-2020

This Research is Presented to the Faculty

of Senior High School ICCT Taytay Campus

Taytay, Rizal

CASANOVA, ANNE PAULINE C.

GIL, KHRISTAL MAY T.
IGNACIO, LOVELY MAY F.
LLEVA, JANELLE E.
MALAY, ROLAMESHEI JOY J.
PARPAN, LIEZEL B.
SOLOMON, ARVIE JEWEL J.

February 2020
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the Background and Purpose of the Study. Related

Foreign and Local Literature and Studies, Theoretical Framework, Conceptual

Framework, Statement of the Problem, Hypothesis, Scope and Delimitation,

Significance of the Study, and Definition of Terms.

Background and Purpose of the Study

In Senior High, students are trained by teachers to be more confident

requiring them to perform publicly in order to enhance their vocabulary and

interacting skills. On the other hand, learners develop anxiety making it a

hindrance for their future. Many students are not aware that they are already

experiencing glossophobia. A kind of disorder where 3 out of 4 individuals suffer

from, considering it to be the greatest fear a person can have other than death.

Many of us already experienced some incidences of social anxiety in our lives.

However, it is not dangerous nor deadly but only a medical term for fear of public

speaking, for those who suffer because of this phobia may trigger feelings of

discomfort and anxiety especially when giving presentation in front of a crowd.

Many people who have glossophobia fears being judged, humiliated, and deserted

maybe because they had an unpleasant experience in the past making them

traumatized. If you don't get nervous when speaking or giving presentation to a

group of people, it probably means you're strong enough to ignore other's critism.
 Considering all the points stated without reservations of speaking with

anxiety, children who suffers from these experiences bullying. For instance, when

a child need to give a impromptu or unprepared speech in front of the class.

His/Her classmates would make fun of their mistakes until they can’t forget. This

makes them traumatized leading them to fear sharing their thoughts, ideas and

feelings. Actually, R.A 10627 also known as “ Anti-Bullying Act of 2013” was

implemented for children who are being bullied physically, mentally and socially.

REPUBLIC ACT NO. 10627

AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY

SCHOOLS TO ADOPT POLICIES TO PREVENT AND ADDRESS THE

ACTS OF BULLYING IN THEIR INSTITUTIONS

Domingo (2019) in her report on ABS-CBN News revealed that a minimum

6 out of 10 students are bullied regularly, a recent study exposed, considering that

the frequency of bullying in Philippine schools is nearly three times higher

compared to advanced countries.

When a child goes out of the house, the child’s safety is vulnerable. They

are prone to the society’s judgements because of their differences. Take the case

of Fidel from “100 Tula Para kay Stella” a freshman college pursuing bachelor’s

degree in psychology who has speech impediment. He was tyrannized due to the

fact that he has speech disorder.

A case like this is an example of bullying owing to the fact that he is different

from others who are normal. Making it to be horrifying experience that will become
his insecurity. People’s opinion about him greatly affected hid confidence when

interacting with other people, causing him to isolate himself.

FOREIGN LITERATURE

According from among Undergraduate students of government

medical colleges in Karachie(2015),Glossophobia is the phobia or dread of

speaking in public. The main objective of our study was to determine among

medical student the prevalence of public speaking anxiety. This is an

Observational cross sectional study. We conducted our study in medical colleges

of government sector i.e. Dow medical college, Sindh medical college and Karachi

medical and dental college. To investigate the prevalence of glossophobia in

medical students, they were subjected to mark one of the given options in the

Personal Report of Public Speaking Anxiety (PRPSA) questionnaire (McCroskey,

1970; McCroskey& Richmond, 1998). Among 288 students 95 (33.0)

questionnaires were filled by Dow Medical College students, 96(33.3) by Sindh

Medical College and 97(33.7) by Karachi Medical and Dental College.According

to PRPSA 41.3 % (119) of students exhibit low, 54.9 % (158) exhibit moderate and

3.8 % (11) exhibit high public speaking anxiety with mean PRPSA 100.27±18.10.

Out of total females majority of them (56.6%) falls in moderate speaking anxiety

and out of total males, majority of them (51.4%) falls in low category. Amongst the

institute, majority of students exhibit moderate anxiety with highest in Dow Medical

College (57.9%). From 1st year to 5 th year, most of the students exhibit moderate

anxiety being highest among 4th year students (60%). At the end of our study, we

have concluded that females have higher rate of glossophobia than males and 5th
year students exhibit least anxiety level so overall our research emphasize on the

fact that females are more prevalent to glossophobia.

According to Psychological experience dynamics of students with

glossophobia through narrative counseling as seen from gender(2017) can lead to

the fear of speech anxiety (glossophobia). A number of studies explain that 75%

people in the world have suffered glossophobia. The studies also revealed that,

compared with men, women have higher tendency to experience glossophobia.

The aim of the present study was investigating psychological experience dynamics

and the role of gender that influence the emergence of glossophobia through

narrative counseling. The data were collected qualitatively through observation

and depth interview on five students of Public Senior High School 13 Surabaya.

Furthermore, the data were analyzed thematically on three components of

psychological experience dynamics: fear, anxiety, and negative thinking. The

results of the analysis showed that most of the students are afraid to be laughed

and humiliated. They are also anxious of past bad experience that would be

repeated when speaking in public place. Moreover, excessive affection and

cognitive responses of the female students are the trigger of experiencing

glossophobia. Based on the interpretation, it can be concluded that

misinterpretation of psychological experience and low-self-control of the students

are able to determine glossophobia easily.

 According to a special service of guidance and counseling management to

reduce the student’s glossophobia level(2018),many students are afraid to talk in

public. The observation social science students of a Public High School (SMA)

showed that 77.42% students were afraid to talk in public (glossophobia). This

paper presents result of a research on a treatment using a self-instruction

technique.The data of this research were collected by filing glossophobia

questionnaire, in which the data were analyzed by non- parametric technique with

Wilcoxon test level. The results of analyses showed that with n = 6, we found Table

= -1 in which it was lower than α of 5% = 0. Scoring results showed that there was

a reduction of mean score of pre-test and post-test from

162.17 to 150.33. Therefore H0 was rejected and Ha was accepted. The treatment

using a group counseling by self- instruction technique can reduce the level of

glossophobia of students.

According to Anke W Blöte, Marcia J W Kint, Anne C Miers, P Michiel

Westenberg(2008)“The Relationship Between Public Speaking Anxiety:A

ReviewThis article reviewed the literature on public speaking anxiety in the context

of social phobia subtyping. In total, 18 empirical studies on subtype issues related

to public speaking anxiety were analyzed. Results of the reviewed studies are

discussed in relation to their research method, that is, whether it focused on

qualitative or quantitative aspects of subtype differences and whether it used a

clinical or community sample. Evidence supported the premise that public

speaking anxiety is a distinct subtype, qualitatively and quantitatively different from

other subtypes of social phobia. The significance of this finding for social phobia

studies using speech tasks to assess participants' state anxiety and behavioral

performance is discussed.

According from Global and local Evaluations of Public Speaking

Perfromance in Social Anxiety(2011),differences in the relative use of global and

local information (seeing the forest versus the trees) may explain why people with

social anxiety often do not benefit from corrective feedback, even though they pay

close attention to details in social situations. In the current study, participants high

(n = 43) or low (n = 47) in social anxiety symptoms gave a series of brief speeches,

and then self-rated their speaking performance on items reflecting global and local

performance indicators (self assessment) and also received standardized

performance feedback from an experimenter. Participants then completed a

questionnaire asking how they thought the experimenter would rate their

performance based on the feedback provided (experimenter assessment).

Participants completed the self and experimenter assessments again after three

days, in addition to a measure of post-event processing (repetitive negative

thinking) about their speech performance. Results showed that, as hypothesized,

the high social anxiety group rated their performance more negatively than the low

social anxiety group did. Moreover, the high social anxiety group’s ratings of global

aspects of their performance became relatively more negative over time,

compared to their ratings of local aspects and the low social anxiety group’s

ratings. As expected, post-event processing mediated the relationship between

social anxiety group status and worsening global performance evaluations. These

findings point to a pattern of progressively more negative global evaluations over

time for persons high in social anxiety.

LOCAL LITERATURE

According to Carmencita P. Del Villar(2010)”Beginning Filipino Student’s

Attributions About Oral Communication Anxiety”.This study identified beginning

student’s attributions about their oral communication anxieties. Results revealed

an eight factor model explaining 69.11% of the total variance in the data. The

factors are expectation, training and experience, audience, self-worth, rejection,

verbal fluency, preparation and previous unpleasant experience. These factors

were the reasons given by beginning Filipino students to explain the fears they

foresee themselves experiencing when they engage in oral communication. The

factors had counterparts in two other western studies except for factor six verbal

fluency. The explanation for the presence of this factor in the present study is that

English is a second language among most Filipinos. It was not the case in the

other western studies where the respondents spoke English as a first language.

As to ways to overcome anxiety, beginning students believed that the most

important remedies were practice and preparation. These were the same antidotes

taught in the oral communication course. As shown by the similarities between the

results of this study and those of previous researches it was concluded that Filipino

students have that innate knowledge of what cause public speaking anxiety and

what remedies to take.

 According to Mylene C. Milan(2019)”English Anxiety:Sources,Coping

Mechanisms,and Teacher Management”,this undertaking determined the

anxieties of students towards spoken English - its sources, coping mechanisms

and teacher management. Being qualitative, audio-recorded interview was utilized

to gather data. Participants were thirteen teachers and students of speech classes

in a state university located in the northern region of the Philippines. Data elicited

were transcribed in verbatim, confirmed by the participants, coded and

categorized, and themed accordingly. Triangulation through video-recorded

observation of the teachers and focus-group discussion of the students’

companions established stronger validity of the data. Findings confirmed teachers’

and students’ awareness of existence of English Speaking Anxiety (ESA). Both

teacher and student participants concur that students’ ESA mainly manifests in

difficulty reciting competent ideas using English, hesitance to speak due to

grammar and diction inaccuracies, and being perturbed by attention from the class.

Sources of ESA progress from strong influence of students’ first language at home,

to limited use of English language at school, and personal conclusions that the

language is impractical and unnecessary in their future professions. Students cope

with the anxiety by either appreciating the language’s relevance and applying it in

all levels of communication or remaining unconcerned. Teachers reduce ESA

phenomenon within the classroom by demonstrating strict correction and

guidance, encouragements, translations, and eliminated criticisms. Conclusions

revolve on ASE serving both positive and negative influences to English speaking
skills of students but contributing more debilitating effects; reduction of ESA

through teachers’ provision of more English speaking opportunities, students’

initiative of personal training, introduction and practice of English at an earlier age,

and the inevitability of ESA in the affective domain which encourages teachers to

enforce psychological positivism.

According to Mildred A. Rojo-Laurilla(2007)”English for Maritime

Purposes:Communication Apprehension and Communicative Competence

among Maritime Students in the Philippines”,this paper reports on

communication apprehension or speech anxiety in relation to oral communication

activities conducted in a maritime ESP class in Manila, Philippines. The study

attempted to determine levels of communication anxiety and perceived

communication competence among the students, and possible correlations with

particular speech tasks. Speech performance scores were obtained through

teacher and peer grading. The results indicate that students’ performances

varied in relation to the type of speech task, and that their perceptions about their

communicative abilities were almost independent of the teacher or peer grades

given to them. Since the study is exploratory, it is recommended that it be

replicated in other ESP classes that require extensive application or use of the

students’ oral communication skills.

According to Anke W Blöte, Marcia J W Kint, Anne C Miers, P Michiel

Westenberg(2016)”Anxiety in English Oral Production Among Beed Students”,the

research was conducted during the School Year 2015-2016 at Quirino State

University. A structured questionnaire was used to gather the needed information.

Most of the respondents are female, single, within the age bracket of 18-20 years

old, and pure Ilocano. The highlights of the study are as follows: (1) the sex of the

respondents influenced the frequency of performing the different statements: “I

never feel quite sure of myself when I am speaking English in our class”; “I start to

panic when I have to speak without preparation in the English class”; “I am afraid

that my classmates will laugh at me when I mispronounce a word or words”; “I feel

more tense and nervous in my English class than in my other classes”; “I am afraid

that the other students will laugh at me when I speak in English”; and “I get nervous

when the English teacher asks questions which I have not prepared for in advance”

and (2) the year level of the respondents affects the frequency of experiencing the

statements: “I never feel quite sure of myself when I am speaking English in my

class” and “I tremble when I am called by my teacher to speak”. Findings suggest

that the BEEd students should boost their self-esteem through: practice and

reading educational materials, engage to different oral activities as early as First

Year, and most of all be open-minded to accept criticisms or corrections to

enhance their English speaking skills.

According to Anke W Blöte, Marcia J W Kint, Anne C Miers, P Michiel

Westenberg(2017)”The purpose of our study was to determine the relationship

between level of self-confidence and communication anxiety of the level I nursing

students in Cebu Doctors' University: Program to Reduce Communication

Anxiety”,the objective of this study used a descriptive correlational research

design. The study was conducted at Room 334 located in third floor of Cebu

Doctors' University, North Reclamation Area, Mandaue City. There were 110

respondents of level I nursing students of Cebu Doctors' University who are

enrolled in the academic year 2014-2015. The study utilized two standardized tools

to determine if there was a relationship between the variables: Level of Self-

Confidence and Communication Anxiety. The first tool used was "How Self-

Confident are you?" by Albert Bandura. It was utilized to measure the level of self-

confidence of the respondents. The second tool was the "Communication Anxiety

Inventory," by Booth-Butterfield. This was utilized to measure the communication

anxiety of the respondents. Handing-out inform consent for the parents of the

respondents was done on the first interaction. The second interaction consisted of

collecting the informed consent. The assent forms, together with the

questionnaires, were distributed to the respondents during their break period. The

data gathered were then collated, tabulated, statistically treated, analyzed and

interpreted. The profile of the respondents were outlined in the study which

includes their gender, age, high school graduated from, experience in public

speaking, language spoken at home and their reading habits. Self-Confidence had

an average mean of 46.18 which was interpreted as moderate level of self-

confidence. On the other hand, Communication had an average mean of 49.58,

which was interpreted as moderate degree of anxiety. Based on the results of the

regression analysis, as the communication anxiety decreases, self-confidence

increase. However, the relationship has no significance and the null hypothesis
was not rejected. The results meant that there is no correlation between Level of

Self-Confidence and Communication Anxiety. As an output of the study, a program

was made based on the outcome of the study to reduce communication anxiety of

selected students. Based on the findings, the researcher would like to recommend

further studies about the same topic with more population and a wider scope of

variables, and also the researchers would like to enhance the self-confidence,

which will enable to them to reduce their communication anxiety thus becoming a

more effective communicator.

FOREIGN STUDY

According from “The present research uses qualitative approach with

phenomenological design”(2017),the design focuses on efforts to identify, explain,

and describe the meaning of student’s life experience related with glossophobia

phenomenon. The informants who are selected by using purposive technique with

typical case sampling are five students with glossophobia. They are received

narrative counseling as many as 16 sections for each student during 6 months with

the duration of 45 minutes per section (Lester, 1999; Creswell, 2015; Gorichanaz,

2017).

Open-ended interviews are chosen due to the informants are able to express

the experiences without being limited by research perspective or the finding of

previous researches (Vasquez, 2000; Shoai, 2014; Creswell, 2015). Moreover, this

research also uses open-ended observation (Creswell, 2015). The observation is

conducted in a structured pattern in which the interviewer has determined the

themes to be observed, such as mimic exchange, gesture, and voice intonation

during narrative counseling process.

The results of data collection then were analyzed by using thematic

analysis technique. Thematic analysis is a method for identifying, analyzing, and

reporting patterns (themes) that aims to find central aspect within the data set

(Braun & Clarke, 2006). Thematic analysis’ process is started from transcribing

the result of interviews in to verbatim to make the researchers familiar with the

data. Then, the researchers read them carefully to get the general idea of the

theme that exists in the overall data. The researchers, further, split the general

idea into main theme and sub-theme. Moreover, the data were coded and

grouped in the same theme which has determined before (Braun & Clarke,

2006;Howitt, 2010).

The validity of the data is measured through credibility, transferability,

dependability, and conformability by using triangulation technique of data

resource (Creswell, 2015). This technique is conducted by comparing and

checking several resources, for example the interpretation of thematic analysis,

with the result of data collection and exists theories. The conformity between all

data resources can be used as a validation basis of the research result.

According to “A Special Service of Guidance and Counseling Management

to Reduce the Students’ Glossophobia Level”(2018),this research uses a

quantitative approach by an experimental method to investigate the influence of a

specific treatment to the subjects in a controlled condition [4]; [5]; [6] The research
design is pre-experimental design with pre-test dan post-test one group design

model. The similar methods were used by [7] Haddadian et.al (2012) and [8]

Choure et al (2015) in treating children with Dyslexia and individuals during cardiac

rehabilitation, respectively. Both treatments showed good results.

The samples of this research is students of the SMA that are chosen using

nonprobability sampling technique, purposive sampling type (samples are chosen

based on specific characteristic and purpose). 6 students were chosen as an

experiment group. However, to make the discussion in the group more dynamic

than 2 more subjects, who have medium score of glossophobia, are added. Since

the focus of this research is for high level of glossophobia score, then two added

subjects will not be included in the analysis. The method of Wilcoxon's Rank Sum

Test, which is an improved method of the signed test, is utilized. The steps of doing

the technique are (i) identification of negative self-belief; (ii) practice of positive

talking to reduce self-negative statement; (iii) practice self-instruction technique

to apply desired behavior; and (iv) determine self-reinforcement if they are success

to face the negative situation.

The results of pre-test, it is found that 6 students get high score of

glossophobia and they are chosen as the subject of the group experiment [19].

The results of questionnaires are shown in Table 1. The subjects met with the

researchers for 6 times. During the meeting in the counseling group, the subjects

are treated by the self-instruction technique. After 6 meetings, the subjects are

given a post-test. The results of pre- test and post-test are presented in Table 2.

The pre-test and post-test scores are then analyzed by a non-parametric

statistical test by using Wilcoxon’s Rank Sum Test. From Table 2, it is known that

the positive rank = 15 and the negative one = -1. Based of the Wilcoxon T-test,

the smallest T is taken, therefore, T-calculated = -1. The mean of pre- test is

162.17 while the mean of post-test is 150.33 with the difference of 11.84 score.

From the table of critical value of T of the Wilcoxon’s Rank sum Tes with

significant number of 5% and N = 6, it is found that T-table = 0. T-calculated is

smaller than T-table (-1 < 0), then H0 is rejected and Ha is accepted. It means,

the hypothesis that there is difference scores of students with glossophobia

before and after provided with group counseling by the self-instruction technique

to the students of the SMA is accepted. It is found that the scores of 5 students

decreased significantly. However, the score of 1 student increases 1 point, it is

because the student was not focus during the explanation session of the

counselor. The researcher has given personal guidance to the student (ZS) and

made a behavior contract to the student for having commitment to change his

behavior.

The analysis of the research results confirm that majority of subject have

been influenced after treated by group counseling using the self-instruction

technique. There is changing of glossophobia behavior includes its symptoms

which coming from negative cognitive of irrational thinking to positive thinking that

can improve the capability of subject to talk in public. Individually, the decrease

of glossophobia score of students in the experiment group varies (except the ZS

subject who has increased score). The score of MC is decreasing from 171 (high)

to 156 (medium). The score of DF is decreasing from 168 (high) to 150 (medium).
The score of SA is decreasing from 160 (high) to 147 (medium). The score of LM

is decreasing from 159 (high) to 145 (medium). The score of ZS is increasing from

157 (high) to 159 (high). The score of MR is decreasing from 158 (high) to 146

(medium). There are some changing of behavior of students during their speech

in front of their friends, The researcher observed and asked questions to student

after the group counseling practices to investigate whether there was an

improvement to be better of the students' behavior during they speak in front of

their friends. It was found that the students did not feel much trembling, and more

importantly the subjects changed from negative to positive thinking and believes

that everybody has potential such that the symptoms of glossophobia was

reducing. In the self-instruction technique the students are taught to control their

feeling when the glossophobia symptom coming up. In general, the subjects have

been aware of the usefulness of the self-instruction and they can use it anytime

they have problem during speaking in public. The self- instruction technique is

one of techniques of cognitive behavioral therapy, which was developed by

Meinchebum, that is used for reducing glossophobia due to negative thinking

especially due to irrational thinking.

The results of this research is confirmed to the previous research by [9] with

the title of "the Use of a Group Counseling by Reframing Strategy and Self

Modelling to reduce the anxiety of speaking in public". This technique can be

successfully reduce the anxiety of subjects talking in public. Reframing is a change

of view of an individual from negative to the positive one. The change of negative

thinking to the positive one can reduce anxiety during speaking in public.
Another previous research [10]] has been conducted on SMA’s Students in Gresik-

East Java”. This technique has been proven to reduce anxiety of students talking

in public. The Group Counseling of Rational Emotive (RE) can reduce

glossophobia of students of the SMAT

his research has a contribution in development of science. Therefore, from

the discussion above, it can be concluded that the use of a group counseling using

self-instruction technique is able to reduce glossophobia level of students.

According to Yamna Hasan and Abdur Rahman

Aleemi(2018)”Glossophobia:The Fear of Pub;ic Speaking in Female and Male

Students of University of Karachi”given, the overwhelming amount of literature

exists and the various dimensions and factors being studied, along with several

methodologies being followed. It does suggest that sufficient conditions exist for

gender of speaker and audience to induce anxiety and whether the adaptation of

psycho learning help to reduce that fear in university students. Hence to get hold

of a meaningful theory, the following conceptual framework has been developed

 Figure 1 : Conceptual Framework. Source: Authors’ rendition

Given the above conceptual framework, a provided to the respondents to

obtain the data. The instrument contained three parts of pre-validated items from

differ “Personal Report of Public Speaking Anxiety (PRSPA).” This tool has been

applied to evaluate the feelings of subject while speaking in front of against gender

audience. Second, to compare the female of majority female or male audience, a

7 items questionnaire has been used that is composed in regard of the Ethical

Principle of Psychologists and Code of Conduct (American Psychology

Association, 2017). Last, to determine the relationship between the adaptation of

psycho tactic for language learning and the reduction in fear and anxiety of

speaking publically, 9 item questionnaire, developed by Kostic Bobanovic (2004),

has been used. All three instruments were on 5-points likert scale answering

pattern showing responses from “strongly disagree to strongly agree.”

The target population is the undergraduate students of University of Karachi,

which is one of the largest and prestigious institutions of the country. A total of

126 undergraduate students with equal proportions of male and female were

surveyed on the basis of Convenient Sampling. The level of while speaking in

public for both males and female students has been analyzed with pre-defined

scoring ranging from; High, moderately high, moderate, moderately low and low.

Further, a 2x2 between subjects factorial ANOVA has been conducted to

compare the anxiety scores in female and male students while giving a speech in

front of majority female or male audience. In addition, a paired t-test was applied

to compare the reduction in fear of public speaking through adaptation of psycho-

physiological strategies for language learning.

It was hypothesized in this study that:

H1: The fear of public speaking is relatively more in female students then

male students. H2: Female students tend to be more anxious while speaking in-

front of majority male audience.

H3: Male students tend to be more anxious while speaking in-front of

majority female audience.

H4: There is a positive reduction in fear of public speaking if students

make use of

affective psycho-physiological strategies for language learning.

According to Andrew Yau Hau Tse(2012)”Glossophobia of University

Students in Malaysia”,2 (Audience) X 2 (Gender) between subjects factorial

ANOVA was calculated comparing the anxiety score for females and males giving
a speech in front of an all female or male audience. The main effect for the

audience was insignificant [(P (1.97)=.307, p>.05]. The main effect for whether or

not gender mattered was also insignificant [(P (1.97)=.038, p>.05]. It appears that

the anxiety International Journal of Asian Social Science 2(11):2061-2073 2067

level is not any higher in males or females when in a situation of giving a speech

to an all male or female audience (Appendix D). We wanted to investigate the

difference in communication competence between the beginning and the end of

the semester and that is why we used a paired t-test. A paired sample t-test

indicated that there is a statistically difference between the above mentioned

periods. At the beginning of the semester, students‟ PRPSA was significantly

higher than at the end of the semester, t (2O2) = 4,137; p< .001. According to t-

test results, we may conclude that the teaching of affective strategies can reduce

high levels of public speaking anxiety (Appendix E). According to the PRPSA

scores, at the beginning of the semester a great number of students experienced

significantly high (n=82) and moderately high (n=50) levels of public speaking

anxiety. After the teaching of affective strategies the PRPSA numbers significantly

varied in comparison with the previous attained results, namely, a significantly

smaller number of students reported high (n=42) and moderately high (n=25)

(Appendix F) levels of distress while speaking in public. Therefore, a significantly

greater number of students reported low (n=49) and moderately low (n=45) levels

of public speaking anxiety (Appendix F).

According to Nahlia Fathu Rahman(2018)”Glossophobia in Training of

Speech”,this research was conducted in girl Islamic boarding school Darul Huffadh

which is located in Tujutuju, Kajuara, Bone city, South Sulawesi province in

Indonesia. The reason for choosing this place because this Boarding school

applied two languages in daily activities are English and Arabic. In addition,

extracurricular of a speech training program using three languages: They are;

Indonesian, English, and Arabic is implemented to support the students’ language

and performance. This research was conducted from February to March 2017. The

current study was a qualitative research. Therefore, the researcher used some

techniques to collect the data such as observation, interview, and field note.

The informants of this research were the students of girl Islamic boarding school

of Darul Huffadh which is famous as Tujutuju Islamic boarding school. Based on

the primary data from the observation which has been done on July 2016 by giving

a questionnaire related to the students' self-confidence and the information from

the headmaster who has a responsibility to all students, it is found ISSN: (E) 2621-

0835, (P) 2621-0843 ELS Journal on Interdisciplinary Studies in Humanities 30

that there were forty-one students of junior high school at the third grade got

problem of the glossophobia. They were chosen because they have been learning

and practicing English about three years. There were ten students chosen as the

informant of the interview in this research, five students who have a serious

problem of glossophobia, and five students who have less problem of

glossophobia. This called as purposive sampling technique. All the informants

were the girl because there only a few public speakers found in Indonesia

especially in Ramadhan month usually conducted a speech in the mosque before

doing tarawih prayer where man is dominated as a speaker and very rare the

speaker from the woman.

The data were gathered through observation when doing training of speech.

In addition, the participant addresses some question using close questionnaire

consist of 20 questions related to the problem of anxiety and glossophobia by

gathering the information from the internet. The answers of the students were

classified to the strong phobia or low of confidence; the students who have strong

phobia were invited to be interviewed to have more investigated. Drever (1995),

explains that two advantages can be found from the interview; the first is facilitating

the interviewer to investigate and to find the proof by discussing the idea. The

second is to help the interviewer to clarify the unclear idea.

The data in the field were found through observation; questionnaire and indepth

interview were analyzed descriptively by Miles Dan Huberman. (Thorne, 2008)

recently expanded qualitative description into a realm she called interpretive

description.

The following is the negative syndromes in glossophobia which faced by

the students of Darul Huffadh Tujutuju Islamic boarding school. The problems

mostly appear to the students in training of speech activity that was regularly

applied twice in a week. The data was taken from the survey by answering

questionnaire related to the glossophobia and the interview. The data shows

classified from higher answer shows that there are 38 students have heart

palpitation and 3 do not, 37 students feel dissatisfaction with self Ability and 4 do
not, 37 students compare with other and 4 do not, 36 students feel panic and 5

were not, 35 students feel self-doubt and 6 do not, 34 students feel nervous and 7

do not, 33 students feel excessive worry and 8 do not, 30 students afraid of making

mistake and 11 do not, 29 students feel trembling and 12 do not, 29 students feel

nausea and 12 do not, 28 students have cold or sweaty hands and feet but 13 do

not, 27 students fear and 14 do not, 24 students have irrational fears and 17 do

not, 23 students feel dry mouth and 18 do not, 21 students afraid of being critiqued

and 20 do not, 2o students discomfort with body movement and 21 do not, 14

students are perfectionist and 17 are not, 11 students feel dizziness and 30 do not,

13 students feel muscle tension and 28 do not, 8 students feel shortness of breath

and 33 do not. Look at table 1 and 2 in the appendix. The statements below are

the transcription of the students’ confession about the problems that they faced in

the process of training of speech. The data was taken by deep interview using

video

LOCAL STUDY

According to Anxiety and Depression:A new battle after a heart disease,Just

when you think you have won the battle against heart disease,think

again”(2016),adult survivors of congenital heart disease (CHD) of the outpatient

department of the University of the Philippines – Philippine General Hospital (UP-

PGH) suffer from symptoms of anxiety and depression.

In a study led by Dr. Jaime Alfonso Aherrera from the UP-PGH, the researchers

surveyed 92 outpatients (with an average age of 33 years old) through the Hospital

Anxiety and Depression Scale – Pilipino (HADS-P), a self-administered Filipino

survey questionnaire used in detecting anxiety and depression. Results reveal that

61% of the group had shown signs of being anxious and depressed post-

hospitalization, all of which were diagnosed with CHD. This is relatively higher than

data recorded in foreign studies (34%) for the same group.

HADS-P survey results also show that the patient’s inability to secure jobs,

hence, dependency to family members, was cited as a great factor

contributing to the anxiety of what is deemed as the vulnerable population.

Mental illness is not a popular diagnosis in the Philippines, rarely acknowledged

and most of the time, dismissed. However, medical researchers in the country are

gradually discovering that medically-ill Filipinos are in high risk of emotional illness.

In another study led by Dr. Sue Kimberly Tan (2015) of the UP-PGH, anxiety and

depression were also apparent in patients with Chronic Obstructive Pulmonary

Disease, among others.

There still is no written policy on mental health screening for heart disease

outpatients. Nonetheless, screening patients with CHD for possible psychiatric

concerns should be given importance in order to promote holistic care, study says.

According to Hamid Gomari and Rochelle Irene Lucas

(2013)”Foreign Language Learning Motivation and Anxiety among Iranian

Students in the Philippine”,to measure the English language learning motivation

and anxiety of Iranian EFL learners in the Philippines, data from 100 collected

questionnaires were coded according to a five-point Likert scale, ranging from

„Strongly Disagree‟ to „Strongly Agree‟. The scales were coded as 1=Strongly

Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, and 5=Strongly

Agree. The data were analyzed by means of the Statistical Package for Social

Sciences (SPSS). The 160 Philippine ESL Journal, Vol 10, February 2013 2013

Times Taylor International ISSN 1718-2298 responses were carefully encoded

and then cleaned to ensure accuracy. Reverse-worded statements in the FLCAS

were recoded prior to performing statistical tests. Descriptive statistics were

employed to determine the level and type of English language learning motivation

and anxiety among Iranian EFL learners in the Philippines and their relation to

each other. After obtaining the frequency and mean for the given items, the

weighted mean was computed to describe the overall motivation and anxiety of the

participants. The Standard Deviation (SD) was then computed to measure the

dispersion of the responses. To test the significance of the difference between

respondents‟ extrinsic versus intrinsic motivation scores, a paired samples or

dependent samples ttest was done. This test is used to determine differences

between two scores from the same group or sample (Bryman& Cramer, 1994, p.

145). Finally, to evaluate the correlation between the students‟ English language

learning motivation and anxiety, the Pearson‟s r Product-Moment Correlation

Coefficient was calculated. The strength of the correlation was determined using

Cohen‟s (1988, p. 83) criteria: a correlation of 0.50 is large, 0.30 is medium, and
0.10 is small. Accordingly, it can be interpreted that the correlation coefficient

which is greater than 0.5 is large, 0.5-0.3 is moderate, 0.3-0.1 is small, and smaller

than 0.1 is trivia.

The findings revealed that Iranian EFL learners in the Philippines are

generally not amotivated learners. However, there is insufficient evidence to

suggest that they are more motivated intrinsically or extrinsically to study the

English language. In other words, although it would appear that Iranian EFL

learners are motivated more by the potential or immediate rewards separate or

“extrinsic to the activity itself” (Lucas et al., 2010, p. 6) based on the mean scores

for extrinsic orientation, the t-test confirms that this is not the case.

According to Jo Leah Flores, Josefina A Tuazon, Mary Abigail Hernandez,

and Lorraine S Evangelista(2017)” Prevalence and Correlates of Depression,

Anxiety and Stress Among Filipinos in the Philippines”,Nine-hundred sixty-nine

adults, aged 49.4 ± 19.0 years, 64.5% women, completed the Hospital Anxiety and

Depression scale, a self-reported perceived stress survey, and the Short-Form 12

quality of life (QOL) questionnaire.

The overall prevalence of depression, anxiety and stress were 22.5%, 43.5% and

86.4%, respectively. Depression was associated with older age, higher stress and

anxiety and lower physical and mental QOL. Anxiety and stress were associated

with younger age, female gender, higher depression and lower physical.

Although depression rates were fairly low among Filipinos in the study,

anxiety and stress were moderately high. The high association between
psychological morbidity and perceived physical and mental QOL signifies the need

to screen for depression in older adults and anxiety and stress in younger adults

and women to reduce risks for cardiovascular disease.

According to Carmencita P. Del Villar(2010)s”Beginning Frilipino

Students’attributions about oral communication anxiety”,10 randomly selected

communication 3 sections (in English) with a total of about 250 students were

included in this study. From the 250, only 167 questionnaires were returned. Of

the 167 students, 60 or 36% were males while 107 or 64% were females. The

mean age of the respondents was 19.0. Results revealed an 8 factor model

explaining 69.11% of the total variance in the data. The factors were named:

Expectation, training and experience, audience, selfworth, rejection, verbal

fluency, preparation and previous unpleasant experience. These factors were the

attributions of anxiety of beginning communication 3 students when they first

stepped into the classroom. These were the naïve explanations they provided to

explain the anxiety they foresee themselves experiencing why they engage in oral

communication . This study sought to identify how beginning Filipino students

explained their fears about oral communication. Only by knowing his/her students’

fears would a teacher be able to tailor the most suitable teaching-learning

activities.

According to Rochelle Irene Lucas Edna Miraflores Dianne

Go(2011),“English Language Learning Anxiety among Foreign language Learners

in the Philippines”,the researchers sought the permission of the Chairs of the

Department of English from various universities in Manila such as De la Salle

University- Manila, College of St. Benilde, University of Santo Tomas, St.

Scholastica‟s College-Manila and Far Eastern University to conduct the study in

their English classes where the target foreign respondents are enrolled. The

researchers wrote a letter of request to conduct the study. They also enclosed the

copy of the research proposal and the FLCAS and LSS questionnaires so that the

Chairs would get an idea of the importance of this study to their department. After

the approval of the request, the teachers sought an appointment with the Chairs

to get the names of the teachers and the classes to be visited. The researchers

coordinated with the teachers to explain to them the purpose of this current study.

Moreover, the researchers got the convenient schedule of the teachers as to the

administration of the questionnaire to the target foreign participants. The

researchers requested the teachers to allow them to administer the questionnaires

during sessions when they are having their writing activities to prevent the untimely

disruption of their classes. On the appointed day, the classroom teacher oriented

their foreign students to explain the extra task they have to accomplish. They were

requested to occupy the last row of the seats to complete the questionnaire. They

were given 30-35 minutes to accomplish the questionnaires. Once all the data

have been completed, the questionnaires were classified, tallied and tabulated.

Descriptive statistical analysis was used in analyzing the data. Weighted mean

was used to describe the overall anxiety factors of the participants. Standard

Deviation (SD) is used to measure the variability of responses and Pearson

correlation to examine the relation between the causes of anxiety and the language

strategies used by these types of learners in coping with such learning anxieties.

Multiple regression analysis was also used to determine how language strategies

predict foreign language learners‟ use of such strategies to cope with their

language anxieties.

The findings revealed that the foreign students who participated in this study are

experiencing language anxiety in learning English in the country. These learners

experience Test Anxiety and Fear of Negative Evaluation. Cabukcu (2007) sees

Test Anxiety as one of the most important aspect of negative motivation in learning.

This type of anxiety is described as an unpleasant feeling or emotional state that

has physiological and behavioral concomitants and that is experienced in formal

testing or other evaluative situations. Moreover, this type of anxiety emerges for

some children during the preschool or elementary school years when parents

begin to make some demands or hold overly high expectations for their children‟s

performance (Hill & Wigfield, 1984). Through the years, some other factors such

as parental, peer or self-induced aspirations, teachers‟ attitudes and classroom

atmosphere may enhance evaluation anxiety (Hill, Sarason & Zambardo, 1964;

Hill & Sarason, 1966; Hill & Nottelmann, 1977). By and large, test anxiety is a

problem from a variety of ethnic backgrounds, for both genders and for middle and

working class children from all major socio-cultural groups (Hill & Wigfield, 1984).

We, the researchers have an objectives and one of them is to make

everyone aware that there’s a phobia about speech anxiety, that most of us
struggles with. It’s also a good start to inform everybody to avoid belittling phobias

because this may lead to serious mental health conditions. Little did they know the

phobia that they are making fun of would turn into angst then later on depression

and worst scenario death.

Theoretical Framework

This study was guided by Evolutionary and Traumatic Theory cited by

Jacques De Villiers (2016).

The Evolutionary theory explains that glossophobia is developed through

unsatisfactory performance that could cause ostracization from a group of people.

This means that when you feel unsatisfied about your interpretation pertaining to

a work of yours could result to critism of others. In order to avoid it, in the past

history people tends to work together with others to accomplish something as well

as to survive. That is when teamwork was observed, a person who is likely being

isolated would die first than a person who is associated with peers.

The Traumatic theory describes that people who fear public speaking had

traumatic experiences with it in the past, meaning their childhood plays a big part

to their adulthood. It probably starts with their timid attitude when they were kids

and as they grew up, memories from the past bring back the feelings such as fear

and pain.

The Neurological theory stated that the extreme cases of glossophobia may

actually caused by a selective mutism which is preventing the sufferer from giving

a presentation in front of the crowd or speaking to a group of people, and may be

caused by an overactive amygdala (the part of the brain that is responsible for
decision-making and emotional reactions) that has the memory of being judged,

humiliated and isolated because of fear to perform or speak in social activities.

As stated on Shell theory by Suze Muse (2010) Standing on a stage, speaking in

front of people would arise the insecurities and you may stressed out all of a

sudden. Wishing something that you could do more confidently and assured of

doing your best. By the help of right approach, then anyone is able to break of their

shell.

Knowledge is power, find people you admire, and study what they do. Don’t copy

them exactly, but do take away the things that work. You’ll soon find that you’re

able to emulate the masters fairly well. But do make sure that you’re always being

yourself, and putting your own spin on things.

Get over yourself, fear of humiliation is a powerful thing, and unfortunately, most

people are too afraid to do anything about it. Most of the things we worry about,

like that people are going to make fun of us, will never ever happen. And if it’s not

likely to happen, there’s absolutely no point in worrying about it.

Let go, instead of letting the pressure get you, decide to use it as an inspiration.

Let go of the nerves and use the residual adrenaline that your anxiety had created

to add more energy to your talk. The preparation process really helps you to piece

your thoughts together, and to truly understand the subject matter. Then, it’s all

about passionately sharing what you’ve learned with the audience.

 Conceptual Framework

INPUT PROCESS OUTPUT

Profile of the
respondents

 Gender Construction of
 Age and validation of
 Personality instrument
traits Conducting and
Determine the Effects
Effect of validating of the
questionnaire checklist of Glossophobia: Fear
Glossophobia: Fear of Public Speaking on
of Public Speaking Administration and Senior High School
on Senior High retrieval of Students
School Students questionnaire checklist

 Environment Tabulation, Analysis

 Appearance and Interpretation of
data
and
 Cognitive
 FEEDBACK

Figure 1

Conceptual Model Showing the Effects of Glossophobia:Fear of

Pubic Speaking on Senior High Students of ICCT Taytay Campus S.Y

2019-2020

Statement of the Problem

The aims of this Research is to determine the Effects of Glossophobia: Fear

of Public Speaking on Senior High School Students of ICCT Taytay Campus S.Y

2019-2020.

1.) What is the profile of the respondents in term of

1.1 gender;

1.2 age and

1.3 personality traits?

2.) What are the Effects of Glossophobia: Fear of Public Speaking on Senior High

School Students in terms of

2.1 environment;

2.2 appearance and

2.3 cognitive
3.) Is there any significant relationship between the Effects of Glossophobia: Fear

of Public Speaking on Senior High School Students in terms of their profile?

Hypothesis

This study tested the null hypothesis that there is no any significant

relationship between the Effects of Glossophobia: Fear of Public Speaking on

Senior High School Students in terms of their profile.

Scope and Delimitation

The study aims to determine the Effects of Glossophobia: Fear of Public

Speaking on Senior High School Students of ICCT Taytay Campus S.Y 2019-

2020. The researchers will utilize the respondents or () senior high school students.

The study will be conducted during the School Year 2019-2020. Its purpose

is to determine the Effects of Glossophobia: Fear of Public Speaking of the

respondents.

Random Sampling technique will be use in the study utilizing a researcher

made test as a tool in gathering the needed data. The research instrument

measures the Effects of Glossophobia: Fear of Public Speaking on Senior High

School Students with respect to personal, social and intellectual

Significance of the Study

The result will be necessary and beneficial to the following:

Curriculum Planners. The result of the study will be vital in re-making and

improving the curricula.

School Administrators. The result of the study will provide information on how

to conduct conferences with teachers and parents to orient them on the effects of

glossophopia: fear of public speaking

Teachers. The results of this study shall serve as a basis to provide activities

related to public speaking, gaining self confidence, and vocabulary and social

development to communicate effectively of students.

Students. They will obtain the facts and evidences on the effects of glossophobia

that will help them cope up with their studies, doing assignments and projects that

can help them understand and an easy process of learning.

Parents. This study will enlighten them the significance of learning the effects of

glossophobia in daily basis.It can help them gain idea about advantages and

disadvantages that can help their children so that they will be able to help them

and supply their needs.

Future Researchers. This research will be a convenient reference for future

researchers that would make them knowledgeable about the advantages and

disadvantages of knowing glossophobia and enlighten them about the significance

in the study of students and communicating with others.

Definition of Terms
For the better understanding of this paper, the following terms are
operationally or conceptually defined.
Adrenaline. Refers to a deep feeling of anxiety mixed with negativity and frustation that

is not specific .

Amygdala. A neuron that is almond shape located in the medial temporal lobe of the

brain. Functions as processing emotions.

Angst. A deep feeling of anxiety mixed with negativity and frustation that is not specific .
Anova. Considered as the most common procedure in statistics that is used in research

related to psychology.

Anxiety. A body's natural response when being pressured about something or by

someone.

Cognitive. Skills that are used to comprehend, analyze, memorize, and use gathered

information.

Counselling. A process of helping and individual to find ways and solutions to their

problems with the help of a trained counselor.

Curricula. Refers to a subjects in a course of study in a school or institutions.

Deserted. When you leave or abandon a person for somebody else with no intention of

returning.

Dopamine. Plays a role in pleasure,motivation and learning because it is a kind of a

neurotransmitter.

Dyslexia. Also known as the "reading disability" it affects parts of the brain which is

responsible for processing language causing some difficulty in reading.

Humiliated. Embarassing someone making their dignity and self respect injured in front

or in a crowd.

Impediment. An obstacle or difficulty in doing something.

Invasive. It relates to a disease or condition that has a possibility to spread, especially a

deadly cancer that spreads into healthy tissue.

Isolate. Distancing yourself away from anyone or everything else.

Methodologies. A repeated systematic methods that is applied to a field.

Mosque. This refers to the place where muslims worship. Act of worship that obeys the

islamic rules makes up a mosque.

Mutism. Childhood anxiety disorder characterized by a child's difficulty in speaking and

communicating with others.

Non-invasive. This is a medical procedure defined as non-invasive if no break in the skin

is created and there is no contact with the mucosa, or skin break, or internal body cavity

beyond a natural or artificial body.

Noradrenaline. Also called Norepinephrine is a substance that is released from the ends

of sympathetic nerve fibres that acts to increase the force of skeletal muscle contraction

and the rate and force of contraction of the heart.

Ostracization. being excluded by general permission from you friends,conversations and

even institutions.

Prevalence. a statistical concept referring to the number of cases of a disease that are

present in a particular population at a given time.

Salivary Cortisol. a test that measures the free cartisol in your blood,urine and saliva.

Tarawih. they are the extra prayers muslims performed at night during the holy month of

Ramadan.

Thematic Analysis Technique. a method of analyzing qualitative data. It is usually

applied to a set of texts, such as interview transcripts.

Transcribing. meaning to put ideas,thoughts and datas into a written or printed copy.

Triangulation. it means using 2 or more method to gather data on a same topic.

Tyrannized. to rule with absolute power in a cruel manner.

Verbatim. being in or following the same exact words.