Students’ English Speaking Performance and Practices

______________

A Thesis
Presented to the Faculty of the
College of Teacher Education
BOHOL ISLAND STATE UNIVERITY
Calape Campus, Calape, Bohol

______________

In Partial Fulfillment
of the Requirements for the Degree
in Bachelor of Secondary Education
major in English

______________

Queenie Marie C. Juntilla

Mary Fil S. Ramada
Andrea Ghelle V. Sartorio
Diezil Mae D. Seprado

January 2023

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 APPROVAL SHEET

This is to certify that the undergraduate thesis titled: “Students’ English

Speaking Performance and Practices”, prepared and submitted by Andrea
Ghelle V. Sartorio, Queenie Marie C. Juntilla, Mary Fil S. Ramada, and Diezil
Mae D. Seprado in partial fulfilment of the requirements for the degree Bachelor
of Secondary Education Major in English has been examined and recommended
for acceptance and approval for oral defense.

THE THESIS COMMITTEE

MAE A. EVARDO, PhD

Dean, College of Teacher Education

MIRASOL D. GAOIRAN, MAELT CHRISTINE C. HORMILLADA, EdD

Adviser/ Editor Statistician

KATRINE MAE B. MANTE, MSc

Director, Research, Development and Extension

Approved by the Examining Panel during the Oral Examination conducted

on January 26, 2023 with a rating of _______.

EXAMINING PANEL

MAE A. EVARDO, PhD

Chair

KATRINE MAE B. MANTE, MSc RAMIL R. GOFREDO, MAEd

Member Member

CRISTINA B. JOSOL, MA
Member

Accepted and approved as partial fulfillment for the degree in Bachelor of

Secondary Education major in English.

January 26, 2023 SAMUEL J. GULAYAN, PhD

Date of Oral Defense Campus Director

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 ACKNOWLEDGMENT

The researchers would like to extend their gratitude and warmest greeting
to all the people who support them. The people, who share their knowledge and
expertise, render time, efforts and financial matters and help the researchers to
do it as they must.
First and foremost, to the Almighty Father, the source of all especially the
love, guidance, knowledge and strength that gives the researchers enlightenment
to their understandings.
Dr. Samuel J. Gulayan, the Campus Director, for allowing the researchers
to conduct this study.
Dr. Mae A. Evardo, Dean of the College of Teacher Education, for her
permission to pursue the study and for the support.
Mrs. Mirasol D. Gaoiran, the groups’ thesis adviser and English critic/
editor, for sustaining her time in correcting the manuscript and for the advice and
comments she gives to the researchers.
Dr. Christine C. Hormillada, the group’s statistician, for giving the
researchers the appropriate statistical tool in making the computations of this
work.
Mr. Ramil R. Gofredo, research instructor, for spending his time and
patience in sharing his expertise, knowledge and time to the researchers for any
concerns about the study.
To the validators and experts,Mrs. Mirasol D. Gaoiran, Ma’am Jessa Mae
P. Ribay, Mr. Ramil R. Gofredo, Mr. Roniel G. Guitguiten, Ma’am Juliet Arellano-
Castañas, and Dr. Christine C. Hormillada, for correcting and making
suggestions for the betterment of this study.
To the parents and guardians, for the moral, emotional and financial
assistance they offer that greatly help and contribute to the completionof this
study.

THE RESEARCHERS

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 TABLE OF CONTENTS

Page

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

APPROVAL SHEET …....................................................................... ii
ACKNOWLEDGMENT ........................................................................... iii
TABLE OF CONTENTS .......................................................................... iv
LIST OFTABLES .…………………………………………………….. vi
LIST OFFIGURES ........................................................................... vii
ABSTRACT ..……………………………………………………. viii

CHAPTER
I
THE PROBLEM AND ITS SCOPE……………….……………………. 1
Introduction …………...……………….……………………….. 1
Rationale ……………………………………………………….. 1
Literature Background ………………………………………… 3
THE PROBLEM …………………………………………………………. 14
Statement of the Problem …..………………………………… 15
Statement of the Null Hypotheses ….………………………... 15
Significance of the Study ……………….……………………... 16
RESEARCH METHODOLOGY ………...……………………………... 17
Design ……….………………………………………………….. 17
Environment ……………………………………………………. 17
Respondents …………………...………………………………. 18
Instrument ……………………….……………………………… 18
Procedure ……………………….……………………………… 19
Statistical Treatment …………..……………………………….. 21
DEFINITION OF TERMS ………………………………………………... 24

CHAPTER
II PRESENTATION, ANALYSIS AND
INTTERPRETATION OF DATA………………………………………… 27

CHAPTER
III SUMMARY, FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS…………………………………………………. 36

Summary………………………………………………...………… 36
Findings……………………………………………………………. 36
Conclusions…………………………………………..…………… 38
Recommendations………………………………...……………… 38
OUTPUT OFTHE STUDY …………..………………………………….. 40
Rationale…………….……………………………………………. 40
Program Goal…….………………………………………………. 40

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 Objectives……….……………………………………………. 41
Mechanics of Implementation……….……….…………….. 41
Proposed Enhancement Scheme…………..…………..…..42

REFERENCES……………………..……………………………………………....… 50
APPENDICES..................................................................................................... 58
Appendix A Transmittal Letters…………………………………………….. 59
Appendix B Questionnaire..………………….……………………………… 72
Appendix C Scoring Rubrics for Speaking Performance: Pecha-
Kucha……………………………………………….…………… 77
Appendix D IBM SPSS Regression Analysis Results……………………. 79

CURRICULUM VITAE…………….………………...………………………………..82

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 LIST OF TABLES
Table No. Page

1 Distribution of Respondents…………………………………………………… 18
2 Interpretation Guide in Students’ Speaking Performance..………………… 22

3 Interpretation Guide for Students’ Speaking Practices…………………..… 23

4 Students’ Speaking Performance……………………………………..…… 28

5 Students’ Speaking Practices……….……..………………………………… 31

6 Relationship of the English-Speaking Performance to the English-Speaking

Practices…………………………………………………………………..... 33

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 LIST OF FIGURES
Figure No. Page

1 Theoretical and Conceptual Framework ….............................. 4

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 STUDENTS’ ENGLISH SPEAKING PERFORMANCE AND PRACTICES

Queenie Marie C. Juntilla

Mary Fil S. Ramada
Andrea Ghelle V. Sartorio
Diezil Mae D. Seprado

BOHOL ISLAND STATE UNIVERITY

Calape, Bohol

2023

ABSTRACT

English as the Second Language of the Philippines, the government mandates

the schools to provide adequate opportunities for the students to have an
effective and efficient communication in English. However, many language
learners find it difficult to express themselves in spoken language. In order to
address this gap, this study was conducted to determine the English-speaking
performance of the first-year education students in terms of pronunciation and
grammar and the speaking practices they have experienced in terms of
preparation, motivation, knowledge, and confidence. This study was conducted in
Bohol Island State University- Calape Campus, particularly the College of
Teacher Education. A descriptive quantitative design was used to conduct this
research and to gather the needed data. There were a total of 38 respondents
who answered the research questionnaire and were observed during their
speaking performance tasks. Multiple Linear Regression was used to analyze the
relationship between students speaking performance and the speaking practices
affecting the speaking their performance. The results revealed that the
respondents have average grammar and pronunciation speaking skills, indicating
that they have good speaking abilities but still have room for improvement in their
speaking performances. On the other hand, in Preparation the result showed
that it was highly utilized meaning the students were more prepared in their
speaking task. Moreover, Motivation, Knowledge, and Confidence factors
obtained the highest frequency which was described moderately utilized by the
respondents. This implied the students were moderately motivated, had enough
knowledge, and were occasionally confident in preforming the speaking tasks.
The result also inferred that there was no significant relationship between their
speaking performance and the speaking practices of the students. Hence, it is
recommended that students should undergo various activities to enhance their
speaking performance.

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