The Level of Student’s English Speaking Proficiency among BSED English First-Year

Students in Tagoloan Community College

A Thesis Proposal Presented to

The Faculty of the College of Education

Tagoloan Community College

In Partial Fullfillment of the Requirements for the Degree

Bachelor of Secondary Education Major in English

Cataluna, Princess

Lupiahan, Justine

Arellano, Cristina

Roa, Jesica Kate

Cantos, Cielo

May 2024
 ii

APPROVAL SHEET
This thesis entitled “The Level of Student’s English Speaking Proficiency
among BSED English First-Year Students in Tagoloan Community College”
prepared and submitted by Lupiahan, Justine G., Roa, Jesica Kate S., Cataluna,
Princess, Arellano, Cristina, Cantos, Cielo, in partial requirements for the degree of
Bachelor of Secondary Education major in English, has been examined and is
recommended for final defense..

MANUELITO E. ROJAS, PhD

Research Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with the Grade of ____.

FREDERICK W. GOMEZ, PhD

Chairman

MS. DESIREE DAWN J. SARASPE, PhD EUNICE VILLEGAS

Member Member

MICHAEL VINCENT CASIÑO, MAEd-Eng

Member

Accepted and approved in partial of the fulfillment of the requirements for the
degree of BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH.

JULY 2024 FREDERICK W. GOMEZ, PhD

Dean, College of Education
 iii

ACKNOWLEDGEMENT

First and foremost, the researchers would like to thank God above all for His love and blessings

showered throughout the span of this study. His Almighty grace and kind heart strengthen us for those

times we no longer have the energy to continue.

Secondly, the researchers would like to express their heartfelt gratitude to

Desiree Dawn Justol-Saraspe, Ph.D; the Program Head of the English Program. Thank you so much

Ma`am for letting us to conduct the said study; and of course for your full support along this journey.

Thank you so much!

Frederick Gomez Ph.D, the College Dean of Education for approving our study. Sir, thank you so

much for your kindness and love.

Mr. Manuelito Rojas MAed, this study will not be successfully done without the guidance of our

beloved research adviser. Sir, thank you so much for your dedication in working with us in our study.

Mr. Hernono B. Lopez Jr, the statistician, for sharing his knowledge and assisting us on the data

analysis and statistical computations.

To all people behind this success that is not mentioned in the paper, thank you so much. Your

support and encouragements give us enough strength to finishing the study.

The Researchers
 iv

DEDICATION

This research is dedicated to all First-Year college students of the Bachelor of Secondary

Education major in English. Your passion for learning and commitment to mastering the art of

communication inspire us daily.

Our families and friends, your unwavering support and encouragement have been our guiding

light throughout this journey. Your belief in our potential has driven us to strive for excellence and

overcome every challenge.

Our esteemed professors and mentors, thank you for your wisdom, guidance, and invaluable

insights. Your dedication to our academic growth has been instrumental in shaping our understanding

and approach to this research.

Lastly, to every individual who contributed to this study, whether through participation,

feedback, or moral support, your efforts have not gone unnoticed. This work is a testament to our

collective endeavor and shared pursuit of knowledge.

v
The Researchers

ABSTRACT
 1. Title: The Level of Student’s English Speaking Proficiency among BSED English First-Year

Students in Tagoloan Community College

Total number of pages:

Text number of pages:

2. Authors:

Cataluna, Princess

Lupiahan, Justine

Arellano, Cristina

Roa, Jesica Kate

Cantos, Cielo

3. Type of Document: Thesis

4. Type of Publication: Unpublished

5. Host Institution, Address of Host Institution, Region:

Tagoloan National High School, Tagoloan Misamis Oriental

Region X

6. Key Words: English Speaking Proficiency

7. Abstract

vi

7.1 Summary
The intent of this study was to identify student`s English speaking strengths and weaknesses, discover

the factors that influence proficiency levels, and provide insights for program reform or instructional

practices designed to improve students` English speaking ability. Furthermore, it may investigate the

efficacy of language teaching methods used in the curriculum and make recommendations to improve

students` overall English language experience. The primary aim of this study was to determine the level

of speaking proficiency among BSED English first year students. Specifically, it would answer the

following: (1) What is the profile of the BSED English 1 st Year students in terms of age and gender? (2)

What is the level of the English-speaking proficiency of BSED English 1 st Year students in terms of

pronunciation, fluency and vocabulary? (3) What interventions may be adopted to help BSED English

first-year students enhance their English-Speaking Proficiency using CLT? (4) Is there a significant

relationship between the English-speaking proficiency and respondents’ profile? The proficiency levels

in pronunciation, fluency, and vocabulary indicated that while students felt confident in their English-

speaking abilities, there was still room for improvement. The consistency in proficiency levels suggested

effective teaching methods and prior exposure to English. Interventions based on the Communicative

Language Teaching (CLT) APPROACH, including role-plays, group discussions, pronunciation

workshops, and multimedia resources, were designed to enhance these skills. These targeted

interventions aimed to create an interactive learning environment to boost students` confidence and

communication abilities.
 vii

7.2 Findings

The following are the salient findings of the study:

Respondents Profile:

Most respondents were in the 18-20 age range, suggesting that most participants were First Year college

students, likely encountering English-speaking proficiency challenges for the first time in a higher

education setting. Conversely, the lowest frequency was observed in the 24-26 and 27 and above age

ranges, indicating fewer older students who might have different life experiences impacting their

language learning.

A higher percentage of respondents were females, implying that females were more likely to enroll in

the BSED English program at Tagoloan Community College, potentially influencing the study's findings

towards female experiences and proficiency in English. Conversely, the lower percentage of male

respondents suggested fewer males pursuing this program, due to varying career interests or societal

expectations, thus limiting the representation of male perspectives.

English-Speaking Proficiency

Students exhibited a high level of confidence in their English pronunciation skills, reflecting frequent

practice and a positive impact on their communication abilities. Conversely, the lowest-rated indicator

revealed some insecurity about personal pronunciation skills, indicating a need for targeted educational
viii
improvements to boost overall confidence and accuracy in pronunciation.

The students showed strong self-assessed confidence in their fluency, suggesting they felt comfortable

using English in various settings, contributing to a dynamic and interactive learning environment.

Conversely, they found it slightly more challenging to articulate their thoughts clearly, highlighting a
need for more practice in expressing complex ideas to improve academic and professional

communication.

Students often felt confident about their vocabulary skills, indicating effective vocabulary-building

activities and a strong foundation in English, essential for academic success. Conversely, they

occasionally struggled with unfamiliar words while speaking, suggesting areas for improvement through

targeted vocabulary enhancement programs to boost overall fluency.

Interventions

The Communicative Language Teaching (CLT) approach provided diverse interventions, such as role-

plays, group discussions, pronunciation workshops, and vocabulary-building activities, which

collectively aimed to enhance students' English-speaking proficiency. Conversely, interactive language

games and multimedia resources offered varied and immersive practice opportunities, emphasizing

personalized and engaging learning experiences for comprehensive language skill development.

Profile and English-Speaking Proficiency

The study found no significant correlation between age and English-speaking proficiency, suggesting

that age does not influence pronunciation, fluency, or vocabulary skills. This implied that other variables

may be more influential in determining proficiency, warranting further investigation into additional

factors. Similarly, gender did not significantly affect English-speaking proficiency, with males and

females demonstrating similar abilities in these areas. This underscored the importance of equal

educational opportunities and resources designed to individual needs rather than relying on gender-

specific assumptions.
7.3 Conclusion

The study on the English-speaking proficiency of first-year BSED English students at Tagoloan

Community College revealed several key insights. Most respondents were in the 18-20 age range,

indicating that they were experiencing their first year of higher education. This age concentration

suggested that shared educational backgrounds could impact their proficiency levels. Additionally, the

gender distribution showed a higher number of female students, reflecting societal trends in language

and education. These demographic insights provided context for understanding the students' English-

speaking skills and their common experiences.

The proficiency levels in pronunciation, fluency, and vocabulary indicated that while students

felt confident in their English-speaking abilities, there was still room for improvement. The consistency

in proficiency levels suggested effective teaching methods and prior exposure to English. Interventions

based on the Communicative Language Teaching (CLT) approach, including role-plays, group

discussions, pronunciation workshops, and multimedia resources, were designed to enhance these skills.

These targeted interventions aimed to create an interactive learning environment to boost students'

confidence and communication abilities.

In practical terms, these findings highlighted the importance of targeted educational strategies

to improve English-speaking proficiency. Since age and gender did not significantly impact proficiency,

educators could focus on individual needs rather than demographic factors. The study underscored the

necessity of comprehensive and inclusive teaching methods that cater to diverse student backgrounds,

preparing them for academic and professional success. This approach can be applied to similar

educational settings, ensuring that all students receive the support they need to excel in English-speaking

skills.
7.4 Recommendations

Based on the findings and conclusion, the researchers would like to recommend the following:

1. To address common challenges, such as pronunciation and vocabulary, consider participating in

role-plays, group discussions, and language games. These activities can help boost confidence and

fluency, making learning more fun and effective.

2. Teachers should focus on creating diverse and interactive lessons that cater to all students. Utilizing

methods like Communicative Language Teaching (CLT), which includes pronunciation workshops

and vocabulary-building activities, can help address the specific needs of students who struggle with

pronunciation and expressing complex ideas. Continuous professional development in these areas is

also crucial.

3. Parents can support their children's language learning by encouraging practice at home. Engaging in

conversations, playing language-based games, and providing access to multimedia resources can

make learning English more enjoyable and effective. Understanding that age and gender do not

significantly affect language proficiency, parents should focus on creating a supportive and inclusive

learning environment.

4. School administrations should ensure equal access to high-quality English language programs for all

students, regardless of age or gender. Investing in training for teachers on the Communicative

Language Teaching (CLT) approach and providing diverse resources such as language games and

multimedia tools can enhance overall language proficiency. Continuous evaluation and adjustment

of these programs will help meet the evolving needs of the student population.
TABLE OF CONTENTS

TITLE PAGE ............................................................................................................

....................................................................................................................................

APPROVAL SHEET.................................................................................................
....................................................................................................................................

ACKNOWLEDGEMENT.........................................................................................
....................................................................................................................................

DEDICATION...........................................................................................................

ABSTRACT...............................................................................................................
....................................................................................................................................

TABLE OF CONTENTS...........................................................................................
....................................................................................................................................

LIST OF TABLES.....................................................................................................
....................................................................................................................................

LIST OF FIGURES....................................................................................................
....................................................................................................................................

Chapter

1 THE PROBLEM
Introduction .........................................................................................................

Theoretical Framework ...........................................................................................

.................................................................................................................................

Conceptual Framework ...........................................................................................

................................................................................................................................. Schematic

Diagram ..................................................................................................................
Statement of the Problem........................................................................................

.................................................................................................................................

Significance of the Study .....................................................................................

Definition of Terms ................................................................................................

2 REVIEW OF RELATED LITERATURE

Local Setting

Foreign Setting

3 METHODOLOGY

Research Design………………………………………………………….. .........

Research Respondents…………………………………………………. ...............

Research Locale ....................

Research Instrument ..............

Data Gathering Procedures ..............

Sampling Procedure

..............

Reliability and Validity of Instruments .....................

Scoring Procedure .....................

Statistical Treatment .....................

Ethical Consideration .....................

4 PRESENTATION, ANALYSIS, & INTERPRETATION OF DATA

Problem 1 .....................

Problem 2 .....................

Problem 3 .....................

Problem 4 .....................

5 SUMMARY OF THE FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings .....................

Conclusions and Recommendations .....................

REFERENCES .....................

APPENDICES

A. Survey Instrument .....................

B. Certificate of Statistical Treatment and Data Analysis .....................

C. Grammarian Certificate .....................

D. Plagiarism Result .....................

E. Letter for Permission .....................

F. Letter for Respondents .....................

CURRICULUM VITAE .....................

LIST OF TABLES

Tables

1 Distribution of Respondents in Terms of Age Profile

2 Distribution of Respondents in Terms of Gender Profile

3 Level of the English-Speaking Proficiency of BSED English 1st Year Students in Terms

of Pronunciation

4 Level of the English-Speaking Proficiency of BSED English 1st Year Students in Terms

of Fluency

5 Level of the English-Speaking Proficiency of BSED English 1st Year Students in Terms

of Vocabulary

6 Interventions for Enhancing English Speaking Proficiency Using CLT (Communicative

Language Teaching)

7 Correlation Between the English-Speaking Proficiency and the Age Profile Among

Respondents

8 Correlation Between the English-Speaking Proficiency and the Gender Profile Among

Respondents

LIST OF FIGURES

Figure Page

1 Schematic diagram ----------------

 Chapter 1

PROBLEM AND ITS SCOPE

Introduction

In the field of language education, speaking proficiency is critical for communication and

comprehension. Students pursuing a Bachelor of Secondary Education (BSED) in English must be able

to convey their thoughts, ideas, and arguments clearly and effectively. In today's dynamic language

acquisition landscape, educators and curriculum builders must grasp the speaking proficiency level of

BSED English 1st year students.

The intent of this study was to identify students' English-speaking strengths and weaknesses,

discover factors that influence proficiency levels, and provide insights for program reform or

instructional practices designed to improve students' English-speaking ability. Furthermore, it might

investigate the efficacy of language teaching methods used in the curriculum and make

recommendations to improve students' overall English language learning experience. Speaking is

defined as the process of building and sharing meaning with verbal and non-verbal symbols in a variety
of contexts. Many teachers used to teach speaking by repetitive practice and memorization of dialogues.

However, more recently it has been recognized that the goal of speaking skills instruction is to improve

students' communication abilities so they can speak with others and express themselves freely (Kayi,

2019).

According to (Zaremba, 2020) speaking is one skill that is necessary for communication.

Furthermore, (Boonkit, 2019) conveyed that the teachers work to enhance students' speaking proficiency

is by exposing them to real-life scenarios and communication activities. A lot of things need to be

tooked into consideration in order to improve students' speaking abilities. Such elements

include pronunciation, vocabulary, and collocations are some examples that improve students speaking

fluency. Additionally, more confident students perform better when speaking.

Songsiri (2021) stressed that giving students a variety of course activities and encouraging them

to listen to media in the target language will help them become more proficient speakers of the language.

It would be beneficial for students to look for opportunities to speak English in authentic settings since

this could help them become more confident and proficient speakers.

Students' spoken language is more productive when they are in a dynamic learning environment

that motivates them to complete their work. It is well-known that all people must understand spoken

language in diverse settings, such as daily life, work, school and community. According to Moss and

Ross-Feldman (2019), communication is used in any activity that involves the learner to talk and listen

to others. Communicative activities are useful for breaking down boundaries, discovering information,

expressing views about oneself, and learning about culture. As pointed out by Jeyasala (2020), teachers

should consistently enhance students' communicative compeence. Besides from their limitations in

using language fluently and precisely, they should present them with opportunities to interact with
others or immerse them in speaking activities that will improve their ability to use the target language.

The ideal choice for teachers is to provide students with authentic communicative circumstances,

because students can. As genuine information is exchanged, language and phrases emerge in response to

the circumstance. Additionally, it is important that students have a lot of exposure to the language, thus

the linguistic information they receive should provide them opportunity to produce and apply the

language in any setting, motivation then plays a very essential role. Encouraging kids to engage in

verbal communication is essential.

Theoretical Framework

This study focused on the speaking proficiency levels among BSED English first-year students.

It was anchored on the theories that highlight the significance of interaction, input, and practice in

language learning.

It was anchored on Jim Cummine Cognitive Academic Language Proficiency (CALP) theory, a

language proficiency level that relates to kid’s ability to understand and communicate concepts and

ideas important to school performance in both oral and in values, language in academic scenarios (e.g. a

writing assignment on a standardized test) This is also a type of language ability that is needed in the

classroom tasks such as reading, writing, participating in dialogues, and taking exams.

Another important theory that supports that study is Krashen's Input Hypothesis, which proposes

that language learners learn language subconsciously through exposure to understandable input. In the

context of speaking competency, this theory emphasizes the significance of giving students adequate

opportunity to listen to and engage in actual spoken language, which aids in the internalization of

linguistic structures and patterns.

 Furthermore, the Communicative Approach to language teaching calls for the use of speaking

exercises. Creating a friendly and engaging classroom environment in which students feel encouraged to

take risks and express themselves orally is critical for developing speaking proficiency among BSED

English first-year students.

Conceptual Framework

This study presented two variables, the independent variable which identified age and gender,

while the dependent variable is the speaking proficiency in terms of pronunciation, fluency and

vocabulary.

According to Smith, J. (2021) various linguistic components such as pronunciation, grammar,

and vocabulary, determine the level of speaking proficiency among Tagoloan Community College's

BSED English first-year students. This conceptual structure seeks to explain the complex relationship of

these aspects in developing students' speaking abilities in order to provide a comprehensive explanation

of their language competence growth.

Pronunciation alludes to the correct pronunciation of sounds, patterns of stress, and intonation in

spoken English. It is critical for preserving communication clarity and comprehensibility. Students'

pronunciation abilities are influenced by phonological understanding, native language interference, and

exposure to real spoken English models (Brown, Merks, 2019)

Anchored by Johnson (2021) fluency is referred to as the smoothness, rapidity, and naturalness

of speech production. It includes the ability to deliver ideas logically and expressively, without

hesitation or interruption. Fluency is defined by a balance of automatic language processing and

strategic control over speech production processes. Practice, exposure to diverse language contexts, and

opportunities for meaningful communication all have an impact on students' fluency development.
 As pointed out by Richards (2020) vocabulary includes a set of words and phrases that students

use in their spoken communication. Vocabulary proficiency entails not just a broad lexical repertoire,

but also the ability to select and employ words appropriately in context. Factors that influence students'

vocabulary competency include vocabulary learning methodologies, exposure to different language

inputs, and chances for meaningful language usage.

The development of speaking proficiency among BSED English first-year students has been

defined by the dynamic interaction of pronunciation, grammar, and vocabulary. Each of these linguistic

components helps to improve overall communicative skills. Students' ability to effortlessly blend these

components in spoken conversation indicates their language skills and communicative efficacy.

This conceptual structure, which takes advantage of the interrelationships of pronunciation,

grammar, and vocabulary, provides an entire lens through which to understand and address the level of

speaking proficiency among Tagoloan Community College's BSED English first-year students. The

interconnectedness of these linguistic components coupled with pedagogical approaches to promotes

comprehensive language development and improves students' ability to communicate.

Schematic Diagram

English Speaking Proficiency

Independent Variable Dependent Variable

Demographic Profile Level of Speaking

Proficiency in terms
1.1 Gender of;
1.2 Age 1. Pronunciation

2. Fluency

3. Vocabulary

Figure 1. A schematic diagram of the study showing the interplay of the independent variable and the

dependent variable.
Statement of the problem

The primary aim of this study was to determine the level of speaking proficiency among BSED

English first-year students. Specifically, it sought to answer the following specific questions:

1. What is the profile of the BSED ENGLISH 1st Year students in terms of:

1.1 Age;

1.2 Gender?

2. What is the level of the English speaking Proficiency of BSED English 1st Year students in terms of:

2.1. Pronunciation;

2.2. Fluency;

2.3. Vocabulary?

3. What interventions may be adopted to help BSED English first-year students enhance their English

Speaking Proficiency?

4. Is there a significant relationship between the English speaking proficiency and the respondents

profile?
Significance of the study

The findings of this study will benefit the following beneficiaries:

Students- It provides insight into their language skills, allowing them to identify their strength

and weaknesses in spoken English. This knowledge can help people focus on areas for growth and

increase their confidence in communicating successfully. In addition, speaking proficiency can enhance

their academic performance and potential careers in the future.

Teachers- They will also benefit from the study because they will gain knowledge of their

students` speaking abilities. This information enables them to improve their teaching methods and in

order to meet students' requirements, resulting in more successful language education and assessment

procedures. It also provides professional development chances for teachers to improve their skills in

teaching spoken English.

Parents- They assist in the improvement of their children's language development. Knowing

their children’s speaking skill enables them to provide assistance on their children. This involvement

creates a supportive learning environment and emphasizes the significance of English language skills in

academic and personal development.

 Administration- The study's findings can be used by administrators to improve the quality of

education of their students. This could involve financial funds for language learning materials,

implementing professional development programs for teachers, or establishing support services to help

students improve their speaking skills. Furthermore, showing high levels of speaking proficiency among

students may enhance the school's reputation and attract potential students, contributing to its overall

success. 9

Overall, Tagoloan Community College's study on students' speaking proficiency benefits

students, instructors, parents, and the school community by improving language learning outcomes,

supporting effective teaching techniques, and creating a supportive educational environment.

Definition of terms:

The following terms and statements are operationally defined:

Cognitive Academic Language Proficiency (CALP)- It is a theory for language that relates to kid’s

ability to understand and communicate concepts and ideas important to school performance in both oral

and in values, language in academic scenarios.

Communication- It is the sending and receiving of information and can be one-on-one or between

groups of people, and can be face-to-face or through communication devices.

English language- It is an Indo-European language in the West Germanic language group considered to

be the lingua franca of the world and is the standard language in a wide variety of fields, including

computer coding, international business, and higher education.

Fluency- It refers to continuity, smoothness, rate, and effort in speech production. It is also used to

characterize language production, language ability or language proficiency.

Language proficiency- It is the ability of an individual to use language with a level of accuracy which

transfers meaning in production and comprehension.

Level- It is a particular position, degree, or amount of something, especially compared with other
10
possible positions, degrees, or amounts.

Proficiency- It refers to one's ability to use language in a spontaneous, unrehearsed context at a given

time.

Pronunciation- It is the act or result of producing the sounds of speech, including articulation, stress,

and intonation, often with reference to some standard of correctness or acceptability

Vocabulary- It refers to all the words in a language that are understood by a particular person or group

of people.

Speaking- It is an interactive process of constructing meaning that involves producing, receiving and

processing information.

Speaking proficiency- It is the ability to effectively communicate orally in a particular language. It

involves clarity, fluency, accuracy, and appropriateness of language use when speaking in different

contexts and situations.

 11

Chapter II

REVIEW OF RELATED LITERATURE

This study contains a review of literature relevant in the field of the level of students speaking

proficiency among BSED English 1st year students as it is linked to English Literacy of students. The

researchers conducted in Tagoloan Community College that provide impetus to the present study.

Local Setting

Alcantara (2018) noted the recurring obstacles that Filipino students encounter, such as

pronunciation, fluency, and vocabulary usage. This study emphasizes the need for specific interventions

to improve speaking abilities among BSED English students.

Furthermore, Domingo and Santos (2020) examined the impact of classroom interaction on

language learning in Philippine classrooms. Their findings underscored the relevance of communicative

activities, peer collaboration, and teacher-student interactions in developing students' speaking skills.

This study emphasizes the need of developing helpful learning environments for oral communication

development.

Additionally, Reyes (2019) studied the impact of socio-cultural factors on language learning

results in Philippine community colleges. Reyes used qualitative interviews and observations to identify
cultural attitudes toward English, linguistic variety, and socioeconomic origins as key elements in

influencing students' speaking proficiency. This study emphasizes the need of culturally responsive

teaching approaches customized to the environment of Tagoloan Community College.

12

In addition, Cruz (2021) did study on language evaluation processes in Philippine higher

education institutions, including community colleges. The study identified inadequacies in assessment

approaches and the need for more authentic, performance-based evaluations to effectively measure

students' speaking skills. This study emphasizes the need of connecting assessment procedures with

language instructional goals in order to effectively evaluate students' oral communication skills.

Overall, these studies give useful information about the factors that influence the speaking proficiency

of BSED English first-year students at Tagoloan Community College in the local setting. Educators can

help students develop their oral communication abilities in the Philippine educational landscape by

13
addressing concerns such as classroom interaction, socio-cultural factors, and assessment techniques.

Foreign Setting

In a foreign setting, literature from similar contexts can provide useful insights into effective

language learning tactics and instructional approaches. While there may be no unique studies on

Tagoloan Community College, research undertaken in similar overseas settings can provide useful

insights.

Brown and Yule (2019) conducted a major study on the function of interaction in language

learning, highlighting the significance of meaningful conversation and realistic speaking activities. Their
findings emphasize the need of providing opportunities for students to participate in real-life

conversations and collaborative activities in order to improve their speaking proficiency.

Nunan's (2020) research also looked into the communicative approach to language teaching,

which focuses on developing speaking abilities through interactive and student-centered activities. This

approach stresses the use of authentic materials and tasks that mirror real-world communication

circumstances, hence improving fluency and accuracy in spoken language.

Furthermore, Swain (2018, 2019) investigated the concept of language production and its

significance in language acquisition. Swain's research demonstrates that learners improve their speaking

skills not only through intake, but also by actively producing language and receiving feedback on their

output. This emphasizes the necessity of giving kids opportunity to practice speaking and get

constructive criticism from teachers and peers. 14

Skehan's (2020) research also looked into the function of task-based language teaching in

increasing speaking proficiency. Task-based techniques engage learners in meaningful tasks that involve

verbal interaction, resulting in the development of communicative competence. Skehan's research

demonstrates the efficacy of task-based exercises in promoting speaking ability improvement among

language learners

Overall, these research from other countries offer useful insights into successful methods for

improving speaking proficiency among BSED English first-year students at Tagoloan Community

College. Educators can help students develop their speaking skills in the context of foreign language

acquisition by using communicative teaching approaches, offering plenty of opportunities for

engagement, and including task-based activities into instruction.

 15

Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the basic elements of the research process. It includes the research

method used, research design, research respondents, sampling procedure, research locale, research

instrument, reliability and validity of the instrument, data gathering procedure, scoring procedure and

statistical treatment of the study.

Research Design

This research used a quantitative method, specifically a quantitative exploratory design. All data

were collected and examined using quantitative analysis, such as descriptive statistics and correlational

analysis, in order to identify developments and patterns in students' English-speaking proficiency. The

findings provide insights into the students' language proficiency and created prospective interventions or

curricular changes to improve English language learning outcomes

Research Respondents

The research respondents were the BSED English first-year students at Tagoloan Community

College. There were 33 students enrolled in BSED ENGLISH 1A, and also 33 students enrolled in
BSED ENGLISH 1B with a total of 66 respondents. These students were chosen to participate in the

study and submitted information regarding their speaking proficiency levels. All BSED English first-

year students currently enrolled at Tagoloan Community College participated in the study. There were

no specific grounds for exclusion unless students actively refuse to participate. Prior to participation, all

selected students were informed about the study's aims, procedures, risks, and advantages. Every

16
participant provided informed permission confirming that they wanted to participate in the research.

Research Locale

This research was conducted at Tagoloan Community College located in Baluarte Tagoloan,

Misamis Oriental to measure the level of speaking proficiency among BSED English first-year students.

Tagoloan Community College is an educational institution that offers a variety of programs,

including the Bachelor of Secondary Education (BSED) in English. Classrooms, libraries, administrative

offices, and other learning facilities needed for Education students can be found here.

Tagoloan Community College was selected as the research location because it is relevant to the

study's objectives. It provides access to BSED English first-year students, allowing them to gather

information on their speaking proficiency. It provides a unique setting for studying within a specific

community or region.

Research Instrument

The research instrument was a survey questionnaire that contains three parts: the first part

consists of the profile of the respondents such as age, and sex. The second part of the questionnaire is

the speaking proficiency in terms of pronunciation, fluency and vocabulary level of the students.
 17

Data- Gathering Procedure

The researchers handed a letter of permission to conduct this study to the Dean of the College of

Education. When the letter was approved, the researchers distributed the questionnaire to the

respondents. The respondents were then asked to answer the questionnaires in a face-to-face survey. The

questionnaire was collected immediately by the researchers for data collection and analysis.

Sampling Procedure

The respondents were identified through random sampling which was done by a lottery method

to objectively select the participants in this study. In each BSED ENGLISH 1 st year section, there were

59 participants who answered the survey questionnaire. The respondents were selected by a criterion

that one must be a BSED ENGLISH 1st year students at Tagoloan Community College.

Reliability and Validity of Instruments

This study was validated by Dr. Desiree Dawn J. Saraspe, the program head of Bachelor of

Secondary Education Major in English at Tagoloan Community College. She has completed her Master

of Arts in English at Lourdes College, and her Doctor of Philosophy majoring in Educational

Management at Capitol University.

 Cronbach alpha was used to test the reliability of the researcher-made instrument for the pilot-

testing which was participated in by 15 individuals who were not the actual participants in this study.

This was done before the final distribution of the survey questionnaire.

18

Scoring Procedure

The collected data underwent statistical analysis after all the questionnaires were retrieved. The

Likert-type scale served as the basis for the scale, range interval, and quantitative description used in this

investigation.

Scale Range Description Interpretation

5 4.21-5.00 Always Very High

4 3.41-4.20 Frequent High

3 2.61-3.40 Sometimes Moderate

2 1.81-2.60 Seldom Low

1 1.00-1.80 Never Very Low

Statistical Treatment

The researchers used different statistical procedures in order to statistically analyze the responses

of the participants.
Problem 1. Frequency and Percentage were used to determine the profile of the respondents in terms of

Age and Gender.

Problem 2. Weighted mean and standard deviation were used to determine the level of student’s

speaking proficiency in terms of Pronunciation, Fluency and Vocabulary.

Problem 3. Pearson Correlation were used to determine the significant relationship between the level of

student’s speaking proficiency and their profile.

19

Ethical Consideration

This study aimed to determine the level of student’s speaking proficiency among BSED

ENGLISH 1st year students. For ethical reasons, the researchers ensured the privacy of the participants’

information by providing a permission letter attested by the Research Adviser, Mr. Manuelito Rojas,

approved by the English Department Head, Dr. Desiree Dawn J. Saraspe, and the Dean of the College of

Education, Dr. Frederick W. Gomez. Hence, this study asked for their responses relating only to the

level of student`s speaking proficiency, which has nothing to do with ethnic origin. This study was

conducted without the use of physical force, and the data were stored in compliance with the 2012 Data

Privacy Act.
 20

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis, and interpretation of the data gathered from the
participants of the study.

2. What is the profile of the BSED ENGLISH 1st Year students in terms of:

Table 1.1: Distribution of Respondents in Terms of Age Profile

3.

Age Range Frequency (f) Percent (%)

18-20 56 84.8
21-23 8 12.1
24-26 1 1.5
27 Above 1 1.5
Total 66 100

Table 1.1 showed the distribution of respondents’ age profile. The highest frequency and

percentage of respondents were in the 18-20 age range, with 56 respondents making up 84.8% of the

total. This high concentration of younger students could have been due to the typical age range for first-
year college students, as most students entered college immediately after completing high school. This

implied that the majority of the study’s participants were experiencing their first year of higher

education, which might have impacted their English-speaking proficiency as they adapted to new

academic challenges and environments. Additionally, being closer in age, these students might have

shared similar educational backgrounds and learning experiences, which could have provided insights
21
into common factors affecting their English-speaking skills.

In contrast, the lowest frequency and percentage were seen in the 24-26 and 27 above age ranges,

each with only 1 respondent, making up 1.5% of the total for each group. The small number of older

students suggested that it was less common for individuals in these age groups to be in their first year of

college, due to having pursued other paths before returning to education or different personal

circumstances. This low representation of older students implied that their experiences and challenges in

developing English-speaking proficiency might have differed significantly from their younger peers,

offering unique insights into how age and prior life experiences influenced language learning. (Daller &

Phelan, 2013).

Table 1.2: Distribution of Respondents in Terms of Gender Profile

Gender Frequency (f) Percent (%)

Male 21 31.8
Female 45 68.2
Total 66 100

Table 1.2 provided information about the gender distribution of the respondents. The table

showed that out of 66 respondents, 45 were female, making up 68.2% of the total. This indicated that

most of the respondents were female. One possible reason for this could have been that more females

were enrolling in the BSED English program at Tagoloan Community College, which might have

reflected broader societal trends where females were more likely to pursue studies in language and
 education. This high percentage of female respondents suggested that any findings related to English

speaking proficiency might have been more reflective of female students' abilities and experiences,
22
potentially highlighting areas where they excelled or faced challenges in their language studies.

On the other hand, the table showed that there were only 21 male respondents, making up 31.8%

of the total. This lower frequency and percentage of male respondents could have implied that fewer

males were interested in or choosing to enroll in the BSED English program. This might have been due

to a variety of factors, such as differing career interests or societal expectations. This lower

representation of males meant that insights and conclusions drawn from the study might not have fully

represented the male perspective, and there might have been a need to encourage more male

participation in the program to balance the gender distribution and ensure diverse viewpoints in

understanding and improving English speaking proficiency among students. (Staynoff, 2020)

2. What is the level of the English-speaking Proficiency of BSED English 1 st Year students in terms

of:

Table 2.1: Level of the English-Speaking Proficiency of BSED English 1st Year Students Terms of

Pronunciation

Indicators Mean SD Description Interpretation

1. On a scale of 1 to 5, how would you rate your High
4.02 0.71 Frequent
overall pronunciation proficiency in English?
2. How confident are you in your pronunciation skills Very High
in English? 4.26 0.71 Always
3. Do you face any specific challenges when it comes High
to pronouncing certain sounds or words in 3.80 0.64 Frequent
English?
4. How important do you think pronunciation is in High
effectively communicating in English? 3.62 0.67 Frequent
5. Do you believe that having a good pronunciation High
in English can positively impact your language 3.71 0.70 Frequent
learning experience?
6. How confident are you in your ability to 3.76 0.66 Frequent High
 pronounce English words accurately?
7. When speaking in English, how would you rate High
your ability to accurately pronounce difficult 3.85 0.64 Frequent 23
words?
8. How do you feel about the feedback you receive High
3.53 0.68 Frequent
on your pronunciation from teachers and peers?
9. How do you assess the importance of High
pronunciation in improving overall 3.68 0.59 Frequent
communication skills?
10. How would you rate your own pronunciation skills High
3.48 0.79 Frequent
in English?
23
Overall 3.77 0.68 Frequent High
Legend: 4.21 – 5.00 (Always); 3.41 – 4.20 (Frequent); 2.61 – 3.40 (Sometimes); 1.81 – 2.60 (Seldom); and 1.00 –
1.80 (Never)
Table 2.1 showed that first-year BSED English students had a frequent level of proficiency in

English pronunciation, with an overall mean score of 3.77 and a standard deviation of 0.68. This meant

most students often felt confident about their pronunciation skills, rating them at a moderate to high

level. This implied that while students were doing well, there was still room for improvement. Teachers

could focus on targeted pronunciation exercises to help those who might have been struggling.

Additionally, consistent practice and feedback could have helped raise the overall proficiency level,

ensuring all students could pronounce English words more clearly and accurately. This improvement

could have boosted their confidence and communication skills, making them better prepared for future

academic and professional opportunities where English was required. According to Kovalik (2022)

The highest-rated indicator was number 2, "How confident are you in your pronunciation skills

in English?", which had a mean score of 4.26 and an SD of 0.71, interpreted as always. This high

confidence in pronunciation skills suggested that most people in the group felt very sure about how they

spoke English. They believed they could pronounce words correctly most of the time. This could have

meant they practiced a lot, had good training, or used English often. Feeling confident in speaking could

have made people more willing to communicate and participate in conversations. It could also have

helped them in work or school, where speaking clearly was important. However, the standard deviation
 of 0.71 showed there was some variation in confidence levels. Some people might not have felt as

confident as others. Overall, this high average score was a positive sign of strong English-speaking skills
24
within the group. (Robertson, 2019)

Conversely, the lowest-rated indicator was number 10, "How would you rate your own

pronunciation skills in English?", with a mean score of 3.48 and an SD of 0.79, interpreted as frequent.

The low score and high variation in the rating of personal pronunciation skills in English suggested that

many individuals felt insecure or lacked confidence in their ability to pronounce English words

correctly. This could have meant that even though they might have understood English well or had good

reading and writing skills, they struggled with speaking it, particularly in a way that sounded accurate to

native speakers. This insight indicated a potential area for educational improvement, focusing more on

pronunciation practice and oral communication skills. Programs or courses that emphasized speaking

and listening exercises could have helped address this issue. According to (Andrade, 2018) this lack of

confidence in pronunciation might also have affected their willingness to speak English in real-life

situations, potentially hindering their overall language proficiency and affecting their opportunities for

social and professional interactions in English-speaking environments.

Table 2.2: Level of the English-Speaking Proficiency of BSED English 1st Year Students Terms of

Fluency

Indicators Mean SD Description Interpretation

1. On a scale of 1-5, how confident do you feel about High
3.82 0.70 Frequent
your ability to speak fluently in English?
2. How well do you think you can maintain a High
conversation in English without hesitations or 3.73 0.62 Frequent
pauses?
3. How comfortable are you with speaking in front of High
3.59 0.80 Frequent
a group of people in English?
4. How often do you practice speaking English High
outside of the classroom? 3.58 0.70 Frequent
5. How would you rate your pronunciation skills in 3.79 0.69 Frequent High
 25
English?
6. How easily can you express your ideas and High
3.47 0.73 Frequent
thoughts in English?
7. How well do you think you can convey your High
3.53 0.64 Frequent 25
message effectively in English?
8. How receptive are you at understanding and Frequent High
3.56 0.77
responding to English speakers in conversations?
9. How often do you engage in English speaking Frequent High
3.67 0.71
activities, such as debates or public speaking?
10. How do you feel about your overall English High
3.53 0.59 Frequent
speaking proficiency?
Overall 3.63 0.69 Frequent High
Legend: 4.21 – 5.00 (Always); 3.41 – 4.20 (Frequent); 2.61 – 3.40 (Sometimes); 1.81 – 2.60 (Seldom); and 1.00
– 1.80 (Never)

Table 2.2 provided an insightful analysis of the English-speaking proficiency of BSED English

1st-year students in terms of fluency. The overall mean for the indicators was 3.63 with a standard

deviation of 0.69. This fell into the "Frequent" category, meaning they often felt confident speaking

English. This implied that the students were able to participate actively in class discussions,

communicate effectively in their daily activities, and understand spoken English well. The low standard

deviation indicated that most students had similar proficiency levels, suggesting a consistent teaching

method or similar prior exposure to English. This insight could help educators understand that while the

students were proficient, there might still be room for improvement, particularly for those who were

slightly below the average proficiency level. Targeted support or additional practice opportunities could

further enhance their confidence and competence in English-speaking skills. (Alderson, Krahnke, &

Stansfield, 2020).

The highest-rated indicator was "On a scale of 1-5, how confident do you feel about your ability

to speak fluently in English?" with a mean score of 3.82 and SD of 0.70, also interpreted as "Frequent."

This reflected the students' strong self-assessed confidence in their fluency, suggesting they felt assured

about their English-speaking skills. This confidence meant they felt comfortable using English in
 various settings, such as in class, during discussions, or even in social situations. It could imply that they

were more willing to participate and engage in conversations, which could lead to better learning and

improvement in their language skills. This strong self-assessed confidence could also indicate that the

teaching methods and language programs in place were effective, helping students feel more assured

about their fluency. Moreover, this level of confidence could motivate students to take on more

challenges and opportunities to speak English, further enhancing their skills and proficiency. In a

classroom or educational setting, it could lead to a more dynamic and interactive learning environment

where students felt empowered to express their thoughts and ideas more freely.

In contrast, the lowest-rated indicator was "How easily can you express your ideas and thoughts

in English?" with a mean score of 3.47 and an SD of 0.73, yet still within the "Frequent" interpretation.

This indicated that while students were confident in their fluency, they found it slightly more

challenging to articulate their thoughts clearly. This implied that while students understood and could

use English frequently, they needed more practice in expressing complex ideas. Improving this skill was

important because clear communication was key to success in many areas, such as academic

performance and future career opportunities. Teachers and educators could focus on activities that

enhanced students' ability to structure their thoughts and use precise language. This might include more

practice in writing essays, giving presentations, and engaging in discussions where they could receive

feedback and improve their skills over time. According to (Fox, J. 2004)

Table 2.3: Level of the English-Speaking Proficiency of BSED English 1st Year Students Terms of

Vocabulary

Indicators Mean SD Description Interpretation

1. How extensive is your English vocabulary? 3.52 0.66 Frequent High
2. How often do you encounter unfamiliar words Moderate
while speaking in English? 3.39 0.65 Sometimes
3. How important is vocabulary size in effective 3.56 0.66 Frequent High
 28

communication?
4. How well do you retain new vocabulary words? 3.44 0.79 Frequent High 27
5. How often do you practice expanding your High
3.53 0.73 Frequent
vocabulary?
6. How easily can you recall and use advanced Frequent High
3.45 0.77
vocabulary in conversations?
7. How do you handle vocabulary challenges, such High
3.59 0.68 Frequent
as synonyms and antonyms?
8. How diverse is your range of vocabulary words? 3.52 0.77 Frequent High
9. How do you feel about your vocabulary skills High
3.70 0.78 Frequent
compared to your peers?
10. How do you assess your overall English High
3.59 0.63 Frequent
vocabulary proficiency?
Overall 3.53 0.71 Frequent High
Legend: 4.21 – 5.00 (Always); 3.41 – 4.20 (Frequent); 2.61 – 3.40 (Sometimes); 1.81 – 2.60 (Seldom); and
1.00 – 1.80 (Never)

Table 2.3 presented the level of English-speaking proficiency of BSED English 1st year students

in terms of vocabulary. The overall mean score for the indicators was 3.53 with a standard deviation of

0.71, interpreted as "Frequent." This frequent engagement with vocabulary suggested that students had a

strong foundation in English, which was crucial for their academic success and future teaching careers.

The variation indicated by the standard deviation showed consistency among the students' proficiency

levels, implying that most students were at a similar stage in their vocabulary skills. This consistency

made it easier for educators to design targeted interventions and support, knowing that the majority of

students had a comparable level of understanding. Additionally, the frequent use of vocabulary reflected

a positive attitude towards learning and using English, which could enhance their confidence and

communication skills. Overall, these insights highlighted the importance of vocabulary proficiency in

the students' academic journey and future professional endeavors. (Trice, A. G. 2007).

The highest mean score among the indicators was found in indicator 9, "How do you feel about

your vocabulary skills compared to your peers?" with a mean of 3.70 and a standard deviation of 0.78,

interpreted as "Frequent," suggesting that students often felt confident about their vocabulary skills. This
high level of confidence meant that most students regularly believed their vocabulary was better or at

least as good as their peers. The relatively low standard deviation indicated that this feeling of

confidence was consistent among the group. In simple terms, many people thought they had a good

vocabulary, and this view was shared by most in the group. This could have implied that vocabulary-

building activities were effective, or people were more exposed to new words, making them feel more

skilled. Understanding this confidence could help in designing better educational programs that further

enhanced vocabulary skills, as people already felt positive about their abilities in this area. (Baclig, C. E.

2020)

Conversely, the lowest mean score was observed in indicator 2, "How often do you encounter

unfamiliar words while speaking in English?" with a mean of 3.39 and a

3. What
standard deviation of 0.65, interpreted as "Sometimes," suggesting that
interventions may
participants sometimes faced unfamiliar words while speaking English,
be adopted to
but it was not a frequent issue. This suggested that while the participants
help BSED
had a decent grasp of the language, they occasionally struggled with
English first-year
vocabulary. This could have pointed to areas where vocabulary
students enhance
enhancement programs or activities could have been beneficial. It also
their English-
indicated that their overall confidence in speaking English might have
Speaking
been slightly hindered by these occasional encounters with unfamiliar
Proficiency using
words. Targeted interventions like vocabulary-building exercises,
CLT?
contextual learning, and exposure to a wider range of English language

usage could have helped improve their fluency and reduced the occurrence of unfamiliar words during

conversations. According to (Giang, B.T.K. 2017)

 Table 3.1: Interventions for Enhancing English Speaking Proficiency Using CLT (Communicative
Intervention
Role-plays and
Simulations
Group Discussions
Pronunciation Workshops
Vocabulary Building
Activities
Feedback and Peer
Assessment
Interactive Language
Games
Storytelling and Narratives
Debates and Persuasive
Speaking
Multimedia Resources
Cultural Exchange
Programs
Project-Based Learning
Use of Technology
Table 3.1 outlines various interventions designed to enhance English speaking proficiency using
the Communicative Language Teaching (CLT) approach. These interventions include role-plays and
29
Language Teaching)
Description Expected Outcome
Students engage in role-plays and simulations to Improved confidence and
practice real-life scenarios, such as ordering food, fluency in practical
asking for directions, or attending an interview. communication situations.
Regular group discussions on various topics to Enhanced ability to articulate
encourage students to express their ideas and thoughts clearly and engage in
thoughts in English. meaningful conversations.
Focused workshops on pronunciation, including Better pronunciation skills and
phonetic exercises, minimal pair activities, and increased confidence in
stress and intonation practice. speaking.
Drills that involve listening to native Improved listening
speakers and practicing speaking in response, comprehension and speaking
including shadowing exercises where students fluency.
repeat what they hear.
Regular feedback sessions where students receive Identification and correction
constructive feedback from teachers and peers on of common errors, leading to
their speaking performances. overall improvement.
Games like charades, Pictionary, or language Increased engagement and
board games that require verbal communication motivation to practice
and quick thinking in English. speaking.
Activities where students create and tell stories or Improved ability to use a wide
narratives, encouraging them to use descriptive range of vocabulary and
language and complex sentence structures. complex grammar in spoken
English.
Organizing debates on various topics to practice Enhanced critical thinking and
persuasive speaking and defending viewpoints in argumentative skills in
English. English.
Using videos, podcasts, and audio books to Greater exposure to diverse
expose students to different accents and speaking English usage and improved
styles, followed by discussions or related adaptability in understanding
speaking tasks. and using different accents
and dialects.
Facilitating interactions with native speakers Real-world speaking
through exchange programs or virtual meetings to experience and improved
provide authentic practice opportunities. cultural understanding and
adaptability.
Implementing projects that require collaborative Enhanced teamwork and
work and presentation in English, such as creating presentation skills, along with
a business plan or organizing an event. practical application of
language skills.
Leveraging language learning apps, online Increased access to diverse
speaking clubs, and virtual reality scenarios to practice environments and
provide varied and immersive speaking practice personalized learning
opportunities. experiences.
simulations, which help students practice real-life scenarios, thereby improving their confidence and

fluency in practical communication situations. Regular group discussions encourage students to express

their ideas clearly, fostering meaningful conversations. Pronunciation workshops focus on phonetic

exercises, minimal pair activities, and stress and intonation practice, leading to better pronunciation

skills and increased speaking confidence. Vocabulary building activities involve listening to drills and

shadowing exercises, which enhance listening comprehension and speaking fluency. Feedback and peer

assessment sessions allow students to receive constructive feedback, helping them identify and correct

common errors, resulting in overall improvement. Interactive language games like charades and

Pictionary increase engagement and motivation to practice speaking. Storytelling and narrative activities

encourage the use of descriptive language and complex sentence structures, broadening students'

vocabulary and grammatical range. Debates and persuasive speaking sessions enhance critical thinking

and argumentative skills. Multimedia resources, such as videos, podcasts, and audiobooks, expose

students to different accents and speaking styles, improving their adaptability in understanding and using

diverse accents and dialects. Cultural exchange programs provide real-world speaking experiences and

enhance cultural understanding. Project-based learning involves collaborative work and presentations,

thereby improving teamwork and practical application of language skills. Finally, the use of technology,

including language learning apps, online speaking clubs, and virtual reality scenarios, offers varied and

immersive speaking practice opportunities, allowing for personalized learning experiences. These

interventions collectively aim to create a dynamic and interactive learning environment that significantly

enhances students' English-speaking proficiency. (Swain, M. 2019).

4. Is there a significant relationship between the English-speaking proficiency and the respondents

profile?
 Table 4.1: Correlation Between the English-Speaking Proficiency and the Age Profile Among

Respondents

CORRELATIONS
English Spearman Relationship
Respondents’ p -value Decision Interpretation
Speaking rho (ρ) Strength
Profile Proficiency
Pronunciation -0.161 Very Weak 0.197 Accept H0 Not Significant
Age Fluency -0.116 Very Weak 0.355 Accept H0 Not Significant
Vocabulary -0.168 Very Weak 0.176 Accept H0 Not Significant
Legend: Relationship Strength Scale:1(Perfect); ±0.80 to ±0.99 (Very Strong); ±0.61 to ±0.79 (Strong); ±0.41 to ±0.60
(Moderate); ±.21 to ±.40 (Weak); ±.01 to ±.20 (Very Weak).
p < 0.05 (significant) and p > 0.05 (not significant)

Table 4.1 presented the correlations between English-speaking proficiency and the age profile

among respondents, using Spearman's rho (ρ) as the measure of correlation strength. The results

indicated a very weak negative relationship between age and various aspects of English-speaking

proficiency, such as pronunciation (ρ = -0.161, p = 0.197), fluency (ρ = -0.116, p = 0.355), and

vocabulary (ρ = -0.168, p = 0.176). All p-values exceeded the threshold of 0.05, leading to the

acceptance of the null hypothesis (Ho) and concluding that these correlations were not statistically

significant. This implied that age did not significantly impact English-speaking proficiency among the

respondents. The very weak correlation values suggested minimal to no relationship, meaning age was

not a determinant factor in one's ability to pronounce, speak fluently, or have a broad vocabulary in

English. These insights highlighted that other variables might have been more influential in determining

English-speaking proficiency, and age alone was not a sufficient predictor within this context. Murcia,

M.C. & Larsen-Freeman, D. (2019)

Table 4.2: Correlation Between the English-Speaking Proficiency and the Gender Profile Among

Respondents
 CORRELATIONS
English Chi
Respondents’ p-value Decision Interpretation
Speaking Square (χ2)
Profile Proficiency
Pronunciation 3.699 0.157 Accept H0 Not Significant
Gender Fluency 3.264 0.353 Accept H0 Not Significant
Vocabulary 4.468 0.215 Accept H0 Not Significant
Note: Significant if p < 0.05

Table 4.2 indicated that there was no significant relationship between gender and English-

speaking proficiency, specifically in pronunciation, fluency, and vocabulary, as all Chi-Square (χ²) p-

values were above the 0.05 significance threshold. This meant that gender did not significantly affect

how well individuals pronounced words, how fluent they were in speaking, or how extensive their

vocabulary was. These results implied that both males and females had similar abilities in these areas of

English-speaking proficiency, suggesting that gender did not play a crucial role in determining one's

skill level in English. This insight was valuable for educational institutions and language programs,

emphasizing that teaching methods and resources should be equally accessible to all genders, without

bias. It also highlighted the importance of focusing on individual learning needs and preferences rather

than making assumptions based on gender. Tizon, M. N. (2018).

 CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the study's summary findings, conclusions, and recommendations. It

provides a comprehensive overview of the research results and offers suggestions for future actions.

SUMMARY OF FINDINGS:

Respondents Profile:

Most respondents were in the 18-20 age range, suggesting that most participants were first-year

college students, likely encountering English-speaking proficiency challenges for the first time in a

higher education setting. Conversely, the lowest frequency was observed in the 24-26 and 27 and above
age ranges, indicating fewer older students who might have different life experiences impacting their

language learning.

A higher percentage of respondents were female, implying that females were more likely to

enroll in the BSED English program at Tagoloan Community College, potentially influencing the

study's findings towards female experiences and proficiency in English. Conversely, the lower

percentage of male respondents suggested fewer males pursuing this program, due to varying career

interests or societal expectations, thus limiting the representation of male perspectives.

English-Speaking Proficiency

Students exhibited a high level of confidence in their English pronunciation skills, reflecting

frequent practice and a positive impact on their communication abilities. Conversely, the lowest-rated

indicator revealed some insecurity about personal pronunciation skills, indicating a need for targeted

educational improvements to boost overall confidence and accuracy in pronunciation.

The students showed strong self-assessed confidence in their fluency, suggesting they felt

comfortable using English in various settings, contributing to a dynamic and interactive learning

environment. Conversely, they found it slightly more challenging to articulate their thoughts clearly,

highlighting a need for more practice in expressing complex ideas to improve academic and professional

communication.

Students often felt confident about their vocabulary skills, indicating effective vocabulary-

building activities and a strong foundation in English, essential for academic success. Conversely, they

occasionally struggled with unfamiliar words while speaking, suggesting areas for improvement through

targeted vocabulary enhancement programs to boost overall fluency.

Interventions
 The Communicative Language Teaching (CLT) approach provided diverse interventions, such as

role-plays, group discussions, pronunciation workshops, and vocabulary-building activities, which

collectively aimed to enhance students' English-speaking proficiency. Conversely, interactive language

games and multimedia resources offered varied and immersive practice opportunities, emphasizing

personalized and engaging learning experiences for comprehensive language skill development.

Profile and English-Speaking Proficiency

The study found no significant correlation between age and English-speaking proficiency,

suggesting that age does not influence pronunciation, fluency, or vocabulary skills. This implies that

other variables may be more influential in determining proficiency, warranting further investigation into

additional factors. Similarly, gender did not significantly affect English-speaking proficiency, with

males and females demonstrating similar abilities in these areas. This underscores the importance of

equal educational opportunities and resources designed to individual needs rather than relying on

gender-specific assumptions.

CONCLUSION:

The study on the English-speaking proficiency of first-year BSED English students at Tagoloan

Community College revealed several key insights. Most respondents were in the 18-20 age range,

indicating that they were experiencing their first year of higher education. This age concentration

suggested that shared educational backgrounds could impact their proficiency levels. Additionally, the

gender distribution showed a higher number of female students, reflecting societal trends in language

and education. These demographic insights provided context for understanding the students' English-

speaking skills and their common experiences.

 The proficiency levels in pronunciation, fluency, and vocabulary indicated that while students

felt confident in their English-speaking abilities, there was still room for improvement. The consistency

in proficiency levels suggested effective teaching methods and prior exposure to English. Interventions

based on the Communicative Language Teaching (CLT) approach, including role-plays, group

discussions, pronunciation workshops, and multimedia resources, were designed to enhance these skills.

These targeted interventions aimed to create an interactive learning environment to boost students'

confidence and communication abilities.

In practical terms, these findings highlight the importance of targeted educational strategies to

improve English-speaking proficiency. Since age and gender did not significantly impact proficiency,

educators can focus on individual needs rather than demographic factors. The study underscores the

necessity of comprehensive and inclusive teaching methods that cater to diverse student backgrounds,

preparing them for academic and professional success. This approach can be applied to similar

educational settings, ensuring that all students receive the support they need to excel in English-speaking

skills.

RECOMMENDATIONS:

1. To address common challenges, such as pronunciation and vocabulary, consider participating in

role-plays, group discussions, and language games. These activities can help boost confidence

and fluency, making learning more fun and effective.

2. Teachers should focus on creating diverse and interactive lessons that cater to all students.

Utilizing methods like Communicative Language Teaching (CLT), which includes pronunciation
 workshops and vocabulary-building activities, can help address the specific needs of students

who struggle with pronunciation and expressing complex ideas. Continuous professional

development in these areas is also crucial.

3. Parents can support their children's language learning by encouraging practice at home.

Engaging in conversations, playing language-based games, and providing access to multimedia

resources can make learning English more enjoyable and effective. Understanding that age and

gender do not significantly affect language proficiency, parents should focus on creating a

supportive and inclusive learning environment.

4. School administrations should ensure equal access to high-quality English language programs for

all students, regardless of age or gender. Investing in training for teachers on the Communicative

Language Teaching (CLT) approach and providing diverse resources such as language games

and multimedia tools can enhance overall language proficiency. Continuous evaluation and

adjustment of these programs will help meet the evolving needs of the student population.

References

Adnan, A., & Plantika, S. (2021). The correlation between students’ speaking anxiety

and their speaking ability. Journal of English Language Teaching, 10(1), 121- 128.

Akhter, S., & Ashiquzzaman, M. (2019).Teaching Speaking Using Post-Method Framework: A

Possible Complement to CLT in Bangladesh. BELTA Journal, 3(1), 65-71.

Aminatun, D., & Mandasari, B. (2020). IMPROVING STUDENTS’SPEAKING PERFORMANCE

THROUGH VLOG. English Education: Journal of English Teaching and Research, 5(2), 136-

142.

Aminatun, D., & Septiyana, L. (2021). THE CORRELATION BETWEEN EFL

LEARNERS’COHESION AND THEIR READING COMPREHENSION. Journal of Research

on Language Education, 2(2), 68-74. and Language Teaching, 21(2), 134-147.

Anderson, M., & Larsen-Freeman, D. (2018). Techniques and principles in language teaching (3rd

ed.). Oxford University Press. Anthology of Current Practice Chapter 1 ~ English

Language Teaching in the “Post-Method” Era: Toward Better Diagnosis, Treatment, and

Assessment.

Ayu, M., & Pratiwi, Z. F., (2020). THE USE OF DESCRIBING PICTURE STRATEGY TO

IMPROVE SECONDARY STUDENTS’SPEAKING SKILL. Journal of English Language

Teaching and Learning, 1(2), 38-43.

Brinton, D. M., Celce-Murcia, M., & Goodwin, J. M. (2018). Teaching pronunciation: A course book
38
and reference guide (2nd ed.). Cambridge University Press.

Brown, H. D. (2021). Principles of language learning and teaching (5th ed.). Pearson Education.

Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2019). Teaching English as a second or foreign

language (4th ed.). National Geographic Learning.

Galaczi, E., Lam, D. M., May, L., & Nakatsuhara, F. (2018). “Learning-oriented assessment feedback

for interactional competence: developing a checklist to support teachers and learners,” Paper

presented at the Language Testing Research Colloquium (Auckland).

Harendita, M. E., & Pasaribu, T. A. (2018). English language anxiety of pre-service teachers:

Causes and coping strategies. LLT Journal: A Journal on Language

Harmer, J. (2018). Learning the Language of Practice. Curriculum Inquiry, 17(3),

Johnson, A., & Smith, B. (2018). Assessing the speaking proficiency of undergraduate students: A

case study of a language program. Language Teaching Research

Kasper, G., & Roever, C. (2018). Speaking in turns and sequences: interactional competence as a

target construct in testing speaking. Lang. Test. 35, 331–355. doi:

10.1177/0265532218758128

Kuning, D. S. (2019). Technology in teaching speaking skill. Journal of English Education, Literature

and Linguistics, 2(1), 50–59

Larsen-Freeman, D. (2020). Techniques and principles in language teaching (2nded.). Oxford

University Press.
39
Nation, I. S. P., & Newton, J. (2020) Teaching ESL/EFL listening and speaking. Routledge.

Putri, E. A. (2019). THE CORRELATION BETWEEN SPEAKING ENGLISH ANXIETY AT THE

EIGHT GRADE STUDENTS’SPEAKINGSKILL AT SMPN 108 JAKARTA IN ACADEMIC

YEARS 2018. Globish: An English-Indonesian Journal for English, Education, and Culture,

8(1), 19.

Renandya, W. A., & Richards, J. C. (2020). Methodology in Language Teaching

Richards, J. C., & Schmidt, R. (2018). Longman dictionary of language teaching and applied linguistics

(4th ed.). Routledge.Teaching Forum, 47(1), 32–34.

Zhang, Y. (2018). Reading to Speak: Integrating Oral Communication Skills. English.