1

Chapter I

Introduction

For English language learners, producing phrases or utterances for oral

communication is one of the most challenging skills to master. Through speaking, a

person or learner can express their ideas and opinions spontaneously, helping them

boost their self-confidence. In addition, speaking ability would value someone's

performance professionally. Speaking is learning about language and speaking with

other people in honest communication in and out of the classroom (Aisyah, 2020).

Another reason pupils cannot speak English in public is a lack of confidence.

They need to be more confident about speaking English in front of people. Unfortunately,

the teachers' insufficient encouragement usually causes them to speak English publicly

(Adil, 2021).

Despite their proficiency in studying English, students who believe they are failing

in class lack confidence. Speaking proficiency improvement is correlated with an

assurance that one will achieve language learning objectives. Because they have trouble

recalling and pronouncing English, they find speaking the language boring (Astuti, 2018).

Since English teaching is significant in Philippine higher education, especially in

the state university where the study was conducted, student teachers must be equipped

with the necessary English skills. In the Philippines, the English of students and their

Confidence in speaking the English language are some of the challenges that confront

higher education (Tolentino and Santos, 2020.)

Considering the facts presented, the researcher wanted to determine the

correlation between self-confidence and the students speaking skills of third-year BSED

English students of RMMC-MI. This research will justify the ability of BSED English

students to learn the language in their chosen course. Most importantly, this will be
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helpful to the school in determining the correlation between self-confidence and the

students' speaking skills.

Research Objective:

This study aimed to determine the correlation between self-confidence and the

students speaking skills of the third-year BSED English students of RMMC-MI.

Specifically, it aimed:

1. To determine the students' level of self-confidence in speaking skills.

2. To determine the speaking skills level of the 3rd year students.

3. To determine if there is a significant relationship between self-confidence and

the students' speaking skills in third-year BSED English.

Hypothesis:

There is no significant relationship between self-confidence and the students'

speaking skills in third-year BSED English.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents some literature dealing with the theories about the

problem, so reviews and studies of previous research have the same topic as this

research. It includes foreign and local literature and studies.

Foreign Literature

According to the article on techbaji.com (2021), Lack of confidence is one of the

reasons why students struggle to speak English in front of others. They feel awkward
 3

using the English language in public. Since they need to sufficiently push students to talk

in public in English, teachers are typically to blame for this. Most teachers discourage

their students from speaking English to others in front of them or in the classroom. They

are taught the English language, yet they cannot speak it. Their unwillingness to speak

in front of others is one issue that pupils frequently run across in the classroom.

According to Croft (2022), self-confidence is a process that involves how a

person thinks about himself and others. Self-confidence applies to someone's private

world and the outer world around him, and it is the courage to believe in oneself.

According to Eve, Le Blog (2019), The first of these hang-ups is the imposter

syndrome. Both a lack of confidence and an excess of confidence can cause a variety of

hang-ups, all of which restrict you from taking chances or being brave. You avoid

challenges, put them off, stumble, and give up because you believe you are not good

enough (Lack of self-confidence) or better than you are (overconfidence).

According to Peterson (2021), if a person lacks self-confidence, he or she

creates a feeling of inferiority to others, self-doubt and loss of enjoyment that can lead to

an inability to speak English. Therefore, awareness of strengths and weaknesses may

help to overcome this feeling of mental health in learning the language.

Most students hesitate to speak in English because of what others may think if

they find a language mistake. They may make fun of them or verbally abuse them with

words. To be on the safe side, they prefer to keep quiet or speak as little as possible in a

way that others may think that they are good at speaking English (Khan, 2015).

Rao (2016) said that when it comes to learning a second language, the prosody

of the language, pronunciation, and the pace of dialogue are a few essential factors of

fluency. Fluency can only be attained by speaking with someone proficient in the

language. On the other hand, English skills are the primary focus of your ability to

understand and communicate precisely in the language.

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In the study of Nakhalah (2016), in Palestine, the situation is not far from the

Chinese example. However, the aim of teaching English in Palestine is to enable

students to communicate with English speakers of English who use oral and written

skills. However, such students must express themselves adequately in speaking,

although they have a good vocabulary repertoire. Unfortunately, teachers still use

traditional teaching methods and emphasise reading and writing, while listening and

speaking are almost neglected. Therefore, anxiety is a natural phenomenon that has

always negatively impacted Palestinian university foreign language learners.

Local Literature

According to Pachina (2020), discrimination is also a problem in achieving high

confidence in speaking English. Moreover, students are probably shy to express

themselves because they need to be more confident that their English grammar is

correct. But, on the other hand, most well-educated Filipinos can quickly notice the

problem, and instead of correcting them, they would make fun of the person who cannot

deliver good English. Moreover, some do not want to be corrected because of sarcasm

and arrogance.

According to Generales et al. (2020), There is a perception that students at

private and international schools have higher English language skills than students in

public schools. English speakers are more likely to be from affluent backgrounds and are

even seen to be brighter than those who struggle with the language. It seems that

English is only spoken by the fortunate few who could master it in school or pick it up by

interacting with native English speakers.

The ability to use English is observed to be deteriorating in the Philippines. A

recent language test result shows that the Philippines is no longer Asia's top English-

speaking nation. Due to the severe effects, this has on domestic and international

sectors that create jobs, the Department of Education is now stepping up its efforts to
 5

offer pupils an educational system that will increase their command of English (Suelto,

n.d.).

Many Filipinos choose to use the language that is indigenous to their area.

Reyes (2018) said that President Rodrigo Duterte had established himself as the voice

of the people in a world of elitist politicians, frequently giving speeches in a convoluted

mash-up of Tagalog, Visayan, and English. In February, he even instructed cabinet

members to study Cebuano, his native tongue, to effectively engage in meetings. The

linguistic gap here frequently goes unnoticed, in contrast to economic disparities that

separate the affluent and the poor worldwide. It is firmly ingrained in the culture, not

because it is unimportant.

Foreign studies

According to Maniam (2019), one significant challenge non-native English

students face is their language skills, and issues related to self-confidence may appear.

Therefore, many studies have been conducted to determine self-confidence's role in

second/foreign language learning. This section offers some results of these studies.

Foreign language learners experience the frustrating feeling of not being able to

participate in a speaking activity. Most EFL learners and teachers believe that oral

communication problems can be solved through more practice in vocabulary and

structure. The learner's constructs play a crucial role in language learning and use in a

foreign situation (Apriliaswati, R., Fitriani, D., and Wardah, 2015)

In the study of Siagian, A. and Adam, A. (2017), the student's problems in

learning English were; many students lacked vocabulary, some students seldom

practised speaking, and some students were difficulty with pronunciation. In addition, the

students need the confidence to speak in front of the class, but some students have

anxiety when speaking in the classroom.

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In the study of Naouel (2015), the more English students believe in their

capacities, the more they will be able to enhance their speaking performance in a foreign

language. In other words, more confidence leads to more enhancements in foreign

language speaking. The results of this investigation reveal that, although the students

with lower self-esteem have genuine linguistic talents, their achievement in spoken

language is low. In contrast, students with higher self-esteem produce spoken language

at a respectable level.

Many people have been learning English for years and have gotten high

grammar scores on written English tests. Nevertheless, they still need to improve in

speaking English well. It may be that they can understand what they will hear or read

comprehensively, but they still struggle with expressing their mind orally (Rifansah,

2022).

In the study of Martinez and Villa (2016), Students must overcome a variety of

obstacles in order to interact and communicate in a foreign or second language. These

obstacles include overcoming their fear of speaking in front of the class, erasing any bad

speaking experiences, experimenting with different cultural norms, participating actively

in class, and dealing with their Lack of confidence. These elements are tightly connected

and impact one another both favourably and adversely. If one of these factors rises or

falls, the others will follow linearly. Tridinanti (2018) found a significant positive

relationship between self-confidence and learning achievement. The higher the self-

confidence, the higher the speaking achievement. She added that speaking in a foreign

language can be influenced by such psychological aspects as anxiety and self-

confidence. Students who have a high level of anxiety, worry, fear and low level of self-

confidence in foreign language classes may have difficulties in developing their speaking

ability.
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Roysmando (2018) conducted a study entitled "A Correlation Between Self-

Confidence and the Students' Speaking Skill." Based on the study, he found out that

when the learners feel a lack of motivation and self-confidence, the affective filter

increases. Conversely, when the affective filter is down, the learners feel relaxed and do

their best to become active learners.

Although English is vital and Thai students have learned English for years, only

limited success in learning English has been achieved in Thailand. Teachers and

educators of second or foreign languages have commonly complained about the

unsatisfactory language proficiency of second or foreign language learners, which has

led second or foreign language researchers to attempt to determine the sources of the

problem (Kunasaraphan, 2015).

In Indonesia, there are some problems with speaking skill learning. First,

students feel bored with speaking English because they have difficulty remembering

words and pronouncing English. Second, students rarely use English to communicate in

and outside the classroom. This makes them unaccustomed to speaking English well.

Third, students only remember the words when they have to practice speaking in front of

a class (Astuti, 2018).

According to Susilawati (2017), Students have various issues when

communicating. First, it has to do with the state of the pupils, who struggle to talk in

class because of their limited vocabulary and Lack of English-speaking confidence. The

second issue is that some of those kids are afraid to speak English for fear of making

blunders. Some are afraid because their pronunciation is not as good as native

speakers. Third, the students speak more in their first language or their mother tongue.

In addition to Horwitz's conceptualization of speaking problems, Asman (2011)

highlighted that a person's level of issues with actual or prospective communication with

other people is known as communication anxiety. This emotion fluctuates significantly

 8

from person to person and from circumstance to circumstance. Horwitz described six

elements that lead to speaking challenges, and they are grouped into two linguistic and

nonlinguistic problems. Linguistic issues are called Lack of vocabulary, pronunciation,

and grammar. Nonlinguistic problems are also classified into fear of making mistakes,

Lack of confidence, and apprehension of other evaluations.

Kayaoğlu and Sağlamel (2013) found several causes of language anxiety that

could lead to a lack of confidence in speaking English. They are linguistic difficulties in

the form of Lack of vocabulary, Lack of grammatical understanding and wrong

pronunciation, cognitive challenges in the form of feelings of fear cannot communicate,

fear of failing the test, the fear of making mistakes, the shame of failing in front of others,

and low self-esteem.

In this regard, speaking difficulties are also faced by the students of the English

department of Syiah Kuala University. The frequent difficulty in speaking during the

teaching and learning process, students often have no ideas on what to say, so they

tend to keep silent. Students need to be more confident in speaking because of fear of

making mistakes. Some issues are also because of fear of making errors in class and

being laughed at by their classmates (Heriansyah, 2012).

This is also supported by the study of Shahzadi et al. (2014), that the pupils' Lack

of confidence causes them to be afraid of speaking in public in English. Fear and worry

are similar part feelings. Being fearful refers to being frightened or worried about

something happening if they will commit mistakes.

In the study by Banu (2017), Their much inferior speaking ability relative to their

passive knowledge is one of the most significant and widespread issues among

language learners. These students frequently make mistakes and slips, speak slowly

and less fluently, pause frequently and think of the right or correct words before
 9

speaking. They are typically timid and hesitant when it comes to speaking. They also

tend to use a more simplified language that does not match their overall acquired level.

Audiences are another influential factor in speaking. According to Yumniamatillah

(n.d.), the audiences were not only the students but also the teacher. The teacher also

became the factor affecting the difficulty in speaking. Audiences became a factor

affecting students" self-confidence, and it was kind of difficult to speak English faced by

students.

Tuan & Mai (2015), sometimes an accent happens because of the mother

tongue, making it difficult to speak English. An accent is attached to each individual, and

it is usually difficult to change an accent on an individual. When all or several learners

share the same mother tongue, they tend to use it because it is easier for them (Tuan &

Mai, 2015).

According to Yahaya et al. (2011), Low-level English speakers lack the soft skills

required for effective communication in a global context. Speaking is one of the linguistic

abilities that have been the subject of several disputes and are widely discussed by

educators and politicians. ESL students seldom get the chance to practice their English

outside the classroom, particularly in their native tongue.

As stated by (Verawardina et al., 2020), the COVID-19 pandemic has become a

problem in the sudden closure of schools and institutions. In terms of language learning,

notably speaking abilities, it has significantly improved. According to Yen and Mohamad

(2020), A survival crisis and adaptation to the "new normal" have been brought about by

shutting all schools and eliminating face-to-face learning environments. Most English

learners, mainly English as a Second Language (ESL) students, are trying to improve

their speaking abilities.

Moreover, It worsens when students are learning online. High levels of anxiety

brought on by the worry about being judged, the teacher's teaching style, and the culture
 10

of the learners are all variables that affect ESL students' reluctance to speak the target

language, according to research by Savasci (2013) and Idrus and Salleh (2007).

According to earlier research, core issues preventing ESL students from

speaking effectively include a lack of motivation and confidence, anxiety, inhibition, and

vocabulary knowledge (Yen & Mohamad, 2020). Therefore, it is essential to identify

viable remedies.

Local Studies

According to Loyalty (2016), Numerous studies have shown that Filipinos'

proficiency in the English language has declined over time. Executive Order 210, which

required the Department of Education to utilize English as a second language in

elementary school and as the primary language of teaching in high school, was issued

due to the drop. Additionally, it requires instructors to take remedial English lessons.

The quality of education in the Philippines is progressively deteriorating,

according to several reports. The outcomes of achievement tests and board exams

support this idea. College graduates and those who completed their elementary and

secondary education are also impacted. According to the Professional Regulatory

Commission (PRC, fewer people are passing board exams in all sectors of endeavour).

One of the essential causes of this phenomenon is the low academic performance at the

elementary and secondary levels. This academic performance of the students can be

attributed to their skills in speaking the English language (Racca & Lasater, 2016).

According to Packet (2019), even though Filipinos are exposed to the English

language, learners of the English language may still have difficulty developing their

English language, especially in speaking. This could affect their performance when they

enter higher levels of learning and even when they apply for jobs. Cabigon (2015)

mentioned, in his article in the Philippine Daily Inquirer, that there is a "decline of the
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quality of English in the Philippines and the growing number of unfilled jobs in various

industries that require certain levels of English communication skills."

According to Leonen (2018), since the status of the English language in

Philippine education is declining, it is then necessary to consider the factors affecting the

oral English-speaking skills of the learners as early as they enter the elementary level.

This level of education is considered to be the formative years of learning. It is then

necessary to identify these factors at this stage as this will provide insights into the

problems that learners face in acquiring oral communicative skills in English. This, in

turn, will help the teachers make necessary adjustments in their teaching strategies and

choose the appropriate activities and teaching materials for their learners.

According to Tolentino and Santos (2020), Filipinos are known for being good at

speaking English. However, escalating competition with the deteriorating mastery of

some college graduates gradually destroyed this edge. For instance, IDP Education Pty.

Ltd. Philippines recently took a language examination which revealed that the country

had lost its position among all the English-speaking countries in Asia.

According to Jugo (2020), numerous and varied studies have been conducted to

determine the factors that affect speaking English skills, particularly the language

learning of non-native English users. Evidence has shown that language anxiety is one

of the strongest predictors of language learning success and has incapacitating effects

on the language learner. Whereas facilitating anxiety positively affects the learners'

performance, too much anxiety may cause poor performance in speaking the English

language.

Theoretical Framework

This study is self-efficacy theory by Garrido (2020). Self-efficacy is a learner's

belief in their ability to control their functioning and events that affect their lives. One's
 12

sense of self-efficacy can provide the foundation for motivation, well-being, and personal

accomplishment.

As Bandura and other researchers have demonstrated, self-efficacy can impact

everything from psychological states to behaviour to motivation. In addition, self-efficacy

determines our goals, how we accomplish those goals, and how we reflect upon our

performance (Cherry, 2020).

This study is anchored to the self-efficacy theory because the self-system

comprises people's attitudes, abilities, and cognitive skills towards speaking. In Gürler's

(2015) study, self-confidence is crucial to starting any action, most notably speaking a

second language. Among all other language skills, speaking is an exclusive place to

communicate effectively, and self-confidence is one of the facilitators of starting a

conversation (Gürler, 2015).

Conceptual Framework

The primary concept of this research was to determine the correlation between

self-confidence and the students' speaking skills of third-year BSED English students in

Ramon Magsaysay Memorial Colleges – Marbel Incorporated.

Figure 1. Conceptual Framework of the Study

Independent Variable Dependent Variable

Level of
Level of speaking
Confidence in speaking
skills
English
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The figure above shows the independent variable and dependent variable

of this study. The independent variable is the level of confidence in speaking English

connected to the level of speaking skills.

Significance of the Study

The researcher chose this study because the researcher wanted to know the

correlation between self-confidence and the students' speaking skill in 3rd year BSED-

English in S.Y. 2020-2021. With this, the researcher wanted to help the BSED – English

students gain knowledge and know what benefits they can get to motivate and enlighten

them, which they can apply to themselves as a student. Also, in order to improve and

develop their speaking skills in English. The finding of this study gave significant insights

into the following person:

School Administrators. The results of this study will serve as a basis for the

school to

provide for the needs of the significant English students. Also, to make a careful

plan on how to

upgrade the English speaking skills of 3rd-year students.

Teachers. The results of this study can give teachers information about the

correlation between self-confidence and the students' speaking skill of primary English

students. So too, can provide suggestions on developing the students' self-confidence in

using the English language and delivering information and instructions.

Parents. This study helped them understand the correlation between self-

confidence and the students' speaking skills. In addition, this study helped them by

guiding their children in terms of emotional and intellectual support.

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Students. If given attention by the school administration, the results of this study

will benefit the students and help them receive improved services in learning English.

Most importantly, the result of the study is beneficial for students' development.

Stakeholders. This study helped them know what the students should learn and

how they acquire the skills in speaking. Also, this study will guide how to develop the

self-confidence of BSED English students.

Researchers. This study helped them to know the correlation between self-

confidence and the students' speaking skill of third-year BSED English students in S.Y.

2021-2022. So too, can help other future researchers in their studies.

Future Researchers. This study helped them as their guide or reference in

conducting a correlation between self-confidence and the students' speaking skill of

third-year BSED English students. So too, can help them analyze the responses of the

significant English students.

Definition of Terms

For better understanding, the terms being used are clearly defined conceptually

and operationally concerning the problem of the study:

Correlation- Conceptually, it is the relationship between two or more variables

(Bhandari, 2021). Operationally, it refers to the relation between phenomena or things or

between mathematical or statistical variables that tend to vary, be associated, or occur

together in a way that is not expected based on chance alone.

Speaking skills- Conceptually, they are defined as skills which allow us to

communicate effectively (Twinkl, 2019). Operationally refers to the ability to convey

information verbally and in a way that the listener can understand.

Self-confidence- Conceptually, it is defined as genuinely positive feelings of a

person about himself while accepting faults and foibles (Peterson, 2021). Operationally,
 15

it refers to people's sense of competence and skill to deal effectively with others and in

different situations.

Chapter II

This chapter presents the research design, locale, respondents, sampling

procedure, instrumentation, validity and reliability of questionnaires, data gathering

procedures, and statistical tools.

Research Design

The descriptive-correlative design was utilized in this study, wherein it described

the variables and the relationships that naturally occur (Driessnack, M. et al. 2007)

between self-confidence and the students' speaking skill of 3rd year BSED-English in

S.Y. 2020-2021.

Research Locale

This study was conducted at Ramon Magsaysay Memorial Colleges – Marbel,

Inc., Purok. Waling-waling, Arellano St., Brgy. Zone II, Koronadal City. RMMC-Marbel is

a premier learner-centred institution committed to quality standards and innovative

development. The researcher chose this location because it offers a Bachelor in

Secondary Education Major in English.

Population and Sample

Based on the data gathered from the school registrar, there was a total

population of one hundred forty-four (144) students in 3rd year BSED-English, who were
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officially enrolled in Ramon Magsaysay Memorial Colleges – Marbel Incorporated in the

first semester period in 2021-2022. However, the respondents were determined through

the use of the Slovin Formula, which had a total number of one hundred five (105)

respondents out of one hundred forty-four (144) in the 3rd year BSED-English.

This research used simple random sampling. According to Hayes (2020), a

simple random sample is a subset of a statistical population in which each subset

member has an equal probability of being chosen—also shown as an unbiased

representation of a group.

Research Instrument

To determine the correlation between self-confidence and the students' speaking

skill in 3rd year BSED English, the researcher used a questionnaire through google

forms to gather the respondents' information. The questionnaire was modified and

adopted by the researcher. Authorized validators also validated it. Moreover, the

questionnaire used is a Likert scale where 1 = Never, 2 = Rarely, 3 = Sometimes, 4 =

Often and 5 = Always.

Data Collection

The researcher considered some steps in gathering, collating and analyzing

data. First, obtain the Student Research Contract Form to Conduct the Study. Then,

having the validated instruments ready, the researcher sought permission from the

Education Department's dean to conduct the study. When the request was approved, the

conduct of the survey was scheduled. Then, the second survey administration wherein

the researcher personally conducted the survey. Finally, after retrieval of the

instruments, the data were collated, tallied, analyzed, and interpreted based on the

purpose of the study.

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The research focused on the participant's answers to the prepared set of

questions. In addition, those interviews must be conducted carefully to ensure reliable

information from the respondents of this research.

Statistical Tools

In analyzing and interpreting the result of the study, the researcher used

statistical tools suited for the study. All the gathered data were treated using the

following statistical tools:

To determine the level of self-confidence, the mean was used.

The mean was used to determine the level and the students' speaking skills.

To determine the correlation between self-confidence and the students' speaking

skills, the Pearson Product Moment Correlation Coefficient was used.

Ethical Consideration

Before conducting the research, the researcher asked for permission from the

supervisor for an introductory letter to acknowledge the administrator of the selected

respondents where the study was conducted. The researcher ensured all participants

that their identities would not be revealed to strengthen their confidence in answering the

questionnaire. The researcher asked for informed consent from respondents and

respected their rights. The researcher abode to research conduct and ensured no

adverse effect on respondents. Also, cultural differences and gender aspects were

considered.
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CHAPTER III

RESULTS

This chapter covers the presentation of data gathered from the questionnaires. In

addition, it covers the analysis and interpretation of data from the respondents'

responses. Those data were analyzed, discussed and interpreted according to the

responses and the researcher's basis of interpretations to emphasize the final result of

the study.

The self-confidence and speaking skills of the 3rd year students were evaluated

and addressed accordingly. Tables were given appropriate explanations after analyzing

and interpreting them.

The study determined the level of self-confidence of the third-year BSED English

and its relationship to their speaking skills. In order to provide a clearer understanding of

this study's findings, the responses' analysis is presented using the Likert scale, mean,

and Pearson Product Moment Correlation Coefficient.

Table 1. Level of Self-Confidence of the Students in Speaking Skills

Indicators Mean Description

1. I feel confident when I speak English in class. 3.49 Sometimes
2. I am okay with making mistakes in speaking in an 3.65 Often
 19

English class.
3. I keep thinking that I can do better

In English class than my classmates.

3.19

Sometimes

4. I am at ease during English tests in my class.

3.62

Often

5. It excites me to volunteer to answer in my English class.

3.33

Sometimes

6. I have no fear of making mistakes in speaking English.

3.30

Sometimes

7. I confidently respond when I am going to call on in the class.

3.53
 20

Often

8. I understand what the teacher is talking about in English because I know what

to answer.

3.70

Often

9. I speak English freely in class.

3.56

Often

10. I am proud of myself when I speak in English in class

3.79

Often

Weighted Mean

3.52

Often

Legend:

4.50 – 5.00 Always

3.50 – 4.49 Often

2.50 – 3.49 Sometimes

1.50 – 2.49 Rarely

1.00 – 1.49 Never

 21

Table 1 shows the level of self-confidence of the students in speaking skills. First,

it was clear that the students are proud of themselves when they speak English in class,

with the highest total percentage of 3.79, which is described as often. Second, the

students easily understand what the teacher is talking about in English because they

know what to answer with a total percentage of 3.70, which is described as often. Third,

the students who do not worry about making mistakes in speaking in an English class

with a total percentage of 3.65, which is described as often.

The top three lowest are the students who feel excited to volunteer to answer in

their English class with a total percentage of 3.33, which is described as sometimes—

followed by the students who have no fear of making mistakes in speaking English with

a total percentage of 3.30, which is described as sometimes. Lastly, the students who

keep thinking that they can do better in English class than their classmates with a total

percentage of 3.19, which is described as sometimes.

The students' level of self-confidence in speaking skills is described as often, with

a weighted mean of 3.52. Students who believe in themselves can perform better and

achieve better results. Overall, the third-year BSED English has a high self-confidence

regarding Speaking Skills.

Table 2. Level of Speaking Skills of the 3rd Year BSED English Students

Indicators Mean Description

1. I can quickly learn when using new words/expressions 3.89 Often
while speaking.
2. I apply grammar rules in speaking. 3.88 Often
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3. I discuss learning with fluency in speaking. 3.56 Often

4. I speak English freely with correct pronunciation in class. 3.63 Often
5. I am proficient enough in speaking English. 3.41 Sometimes
6. I have no difficulty with words and grammar. 3.45 Sometimes
7. I speak English fluently in class. 3.48 Sometimes
8. I can support my opinion in classroom activities using the 3.84 Often
English language.
9. I can speak English fluently. 3.60 Often
10. I am good at pronouncing new words. 3.57 Often
Weighted Mean 3.63 Often
Legend:

4.50 – 5.00 Always

3.50 – 4.49 Often
2.50 – 3.49 Sometimes
1.50 – 2.49 Rarely
1.00 – 1.49 Never

Table 2 shows the

❑❑

1. They are speaking skills level of the 3rd year BSED English students. First, it was

clear that the students can quickly learn when using new words/expressions

while speaking, with the highest total percentage of 3.89, which is described as

often. Second, the students who can apply grammar rules in speaking with a total

percentage of 3.88, which is described as often. Third, the students who can

support their opinion in classroom activities using the English language with a

total percentage of 3.84, which is described as often.

2. The top three lowest are the students who speak English fluently in the class,

with a total percentage of 3.48, which is described as sometimes—followed by

the students with no difficulty in words and grammar, with a total percentage of
 23

3.45. Lastly, the students who are proficient enough in speaking English with a

total percentage of 3.41, which is described as sometimes.

3. The speaking skills of the 3rd year BSED English students strongly agree with

the weighted mean of 3.63. Being exposed to the English language reflects on

the students' speaking skills. Overall, the speaking skills of the 3rd year BSED

English students are high because they communicate and interact using the

English language.

4. Table 3. Relationship between the Level of Self-confidence and the Students'

Speaking Skills

5. Variables

6. r

7. T-calculated

8. T-critical

9. p-value

10. Decision

11. Remarks

12. Level of self-confidence and the students' speaking skills

13.

14. 0.59

15.

16. 7.42

17.

18. 1.984

19.

20. 0.000

21.
 24

22. Reject H.O.

23.

24. Significant

25.

26. Legend:

27. Computed t < critical t = No Significance

28. Computed t > critical t = Significant

29. Computed p-value > α =0.05 = No Significance

30. Computed p-value < α=0.05 = Significant

31.

32. This part reveals the test results of a significant relationship between self-

confidence and speaking skills in third-year BSED English. Table 3 shows the

details of the results, which used Pearson r in testing the relationship between

the variables. It reveals that there is a high correlation and significantly related

between the level of self-confidence and the speaking skills of the third-year

BSED English as supported by a computed t- the value of 7.42, more significant

than the t-critical value of 1.984, with a p-value less than 0.05 level of

significance, therefore, rejecting the null hypothesis.

33. The coefficient of correlation, r=0.59, between the level of self-confidence and

the speaking skills of the third-year BSED English indicates a moderate positive

correlation (substantial relationship).

34.

35.

36.

37.

38.
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39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58. Chapter IV

59. DISCUSSION

60.

61. This chapter focused on the conclusion and recommendation of the study about

the correlation between self-confidence and the speaking skills of third-year

BSED English.

62. Level of self-confidence of the students in speaking skills

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63. This was supported by the study of Naouel (2015); the more English students

believe in their capacities, the more they will enhance their performance in the

foreign language. In other words, more confidence leads to more enhancements

in a foreign language. Furthermore, the study's conclusions showed that although

students with greater self-esteem obtain a decent spoken language output,

students with lower self-esteem only achieve a poor spoken language

performance while possessing essential linguistic skills.

64. Level of speaking skills of the third-year BSED English students

65. This was supported by the study of Martinez and Villa (2016). Students must

overcome a variety of challenges in order to interact and communicate in a

foreign or second language, including overcoming their fear of public speaking,

erasing embarrassing classroom speaking incidents, experimenting with cultural

norms and practices, participating actively in class, and handling their Lack of

confidence. These elements are interconnected. They either have a good or

negative impact on one another. In other words, the other elements will change

direction in response to changes in one of the components.

66.

67. The significant relationship between the level of self-confidence and the speaking

skills of third-year BSED English

68. To support this study, Tridinanti (2018) found a significant positive relationship

between self-confidence and learning achievement. Furthermore, the higher the

self-confidence, the higher the speaking achievement.

69. Conclusion

70. Based on the findings of the study, the following conclusions were made.
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71. 1. The students' level of self-confidence in speaking skills was described as

often. Students with high self-confidence got better scores than students with low

self-confidence.

72. 2. The speaking skills level of the 3rd year BSED English students was described

as often. Several factors affect the English speaking of the students. They are

self-confidence, grammatical accuracy, pronunciation, organization of ideas, and

fluency.

73. 3. It reveals a significant relationship between self-confidence and speaking skills

in third-year BSED English. Therefore, rejecting the null hypothesis.

74. RECOMMENDATIONS

75. Because of the findings and consideration of the limitations of the study, it is

recommended that:

76. School administrators must conduct webinar programs for primary English

students or any activities focusing on the self-confidence and speaking skills of

third-year BSED English.

77. Teachers need to develop and build the students' self-confidence by reading

books, stories or movies that help them in learning English and in mastering their

speaking skills.

78. Parents need to engage in the learning of their students, most especially in

building their self-confidence. Knowing that their parent is there for them then,

they will keep on learning, most notably the English language.

79. Students need to practice using the English language at every opportunity.

Joining English club, English debate and using English in daily communication

can develop their self-confidence.

80. Stakeholders need to invest in the success of the school and its students in

forming an organization that can help BSED English students skilled in speaking.
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81. Researchers need to be sensitive and careful in handling this kind of study, most

important in collecting the data from the respondents towards the BSED-English

students of the institution.

82. Future researchers can use this study as a reference for future purposes. They

need to develop more in the study about the correlation between self-confidence

and the speaking skills of third-year BSED English.