CHAPTER I

INTRODUCTION

Background of the study

Speaking is believed as a skill that most frequently evokes anxiety among the

students. Anxiety as one of the results of affective factors a appears because of

several matters such as lack of knowledge, low of preparation, fear of making

mistakes and difficulty to understand the teacher instruction. Speaking contributes to

the learners not only that they know how to produce the specific point of language

such as grammar, pronunciation, or vocabulary but also they should understand when,

why and in what ways to produce language. It means speak has contributions to the

learners as follows: (a) helps the learners to use the element of language like

grammar, pronunciation or vocabulary correctly, (b) understand about situation,

ways, and time to send a language acceptably.

Anxiety is a psychological and physical response to treat a self-concept

characterized by subjective, consciously perceived feelings of tension (Spielberger,

1983), as cited by “Vitarasi, P. 2010”. Anxious students have experience of cognitive

deficits like misapprehension of information or blocking of memory and recall.

Speilberger as mentioned by Vitarasi 2010, reported two forms of anxiety: state

anxiety – a response to a particular stimulation or set of circumstances, and trait

anxiety – an intrinsic characteristic of the person. Previous anxiety research suggests

that there are roughly two types that can be experienced at different psychological

1
levels (Spielberger, 1966). Hancock concludes that students with high level anxiety

show significantly less motivation in classrooms perceived as highly evaluative

compared to students with low level anxiety (Hancock, 2001).

Anxiety helps us to identify and respond to danger in ‘fight or flight’ mode. It

can motivate to us face up to dealing with difficult challenges. The ‘right’ amount of

anxiety can help us perform better and stimulate action and creativity.). We consider

there could be great benefit in public policy becoming “anxiety aware”, adjusting its

strategies and styles of interaction with the public in order to prevent and reduces

anxiety. If we truly recognize the mounting cause of anxiety distress to people, their

children futures, to communities and employers, we would act now.

The key reason why this study will be conducted is to find out the causes of

anxiety that contributes many factors to the academic performance of the Junior High

School Students of Datu Ibrahim Paglas Memorial College specifically the Grade

Nine (9). Moreover, its main purpose is to know the different factors of anxiety in

their English speaking skills during the school year 2021-2022.

Statement of the problem

This study analyzed the factors that causes anxiety in English speaking skills

of grade 9 students of Datu Ibrahim Paglas Memorial College.

Specially, it attempted to answer the following questions;

1.What is the profile of the respondents in terms of;

1.1. Age;

2
 1.2. Sex;

2.What are the factors that causes anxiety in English speaking skills of the

respondents?

3.What is the respondents level of English speaking skills?

Theoretical framework

In speaking anxiety, speaking may affect the learners negatively which make

them nervous to speak in the target language. Horwitz et.al (1986, p. 125) states that

speaking anxiety refers to the subjective feeling of tension, apprehension, and worry

adjoined with autonomic nervous system. Students who are overly concerned about

their speaking may become so anxious when they make errors.

Furthermore, Horwitz, et.al (1986,p.127) studied three types of speaking

anxiety which are communication apprehension (the fear of communicating with

other people), fear of negative evaluation (worry about how others view the speaker),

and test anxiety (fear of exams, quizzes, and other assignments used to evaluate

students’ performance).

Communication apprehension is a type of shyness which characterize by fear

of or anxiety that occurs when somebody communicates with others. Then, fear of

negative evaluations is avoidance of evaluative situation and expectation that others

will evaluate them negatively. In test anxiety, students are covering by fear of failure

in a test while do speaking performance.

3
 So based on the expert’s explanation above, the writer concludes that speaking

anxiety is difficulty to speak in the group or in pairs. In speaking anxiety, students

remain quiet in all situations even if they have the capacity to express themselves and

knowledge that is worth bearing. It involves the communication apprehension, fear of

negative evaluation, and test anxiety, the writer takes all of indicators of this research.

In addition, Basic (2011, p. 10) notes their students usually give up very early

and continue to be quite throughout their years in school. Students who have speaking

anxiety are often very calm and passive. They believe that only correct English must

be spoken and comparing their skills with native speakers of the target language.

They fear that their pronunciation is not good enough. The lack of opportunity to

participate in classroom activities also contributes to less learning even if they are no

less intelligent than other students in class. This situation also contributes to the quite

students being seen as less intelligent since they rarely demonstrate their knowledge.

Conceptual framework

The concept of anxiety and depression are prevalent among students attending

schools specially college students. College instructors and staff working with students

that have anxiety and/or depression symptoms may benefit from understanding what

can be done to address these issues. Social support has been shown to enhance

academic achievement in elementary, middle school, and high school students

(Crean, 2004; Elias & Haynes, 2008; Garcia D’Avila-Bacarji, Marturano, & dos

Santos Elias, 2005; Konishi, Hymel, Zumbo, & Li, 2010; Perry, Liu, & Pabian,

4
2010), but there is limited research for college students. Some research indicates that

involvement in social activities may be correlated to better academic performance,

but this is not necessarily indicative of social support.

Figure 1 below presents the schematic diagram of the study showing the

independent and dependent variable about the factors that causes anxiety. The

independent variables focus on the “Factors that causes anxiety in Speaking Skills”

and the dependent variables is the “Speaking skills levels of the respondents” in

English.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Factors that causes Respondents English

anxiety in speaking
English speaking skills level

Fig.1. The schematic Diagram of the of the study.

Null Hypothesis

This study hypothesized that;

There is no relationship between the factors that causes anxiety and

respondents English speaking skills level.

Scope and Delimitation of the Study

5
 This study focused on the factors that causes anxiety in English speaking

skills at Datu Ibrahim Paglas Memorial College during the school year year 2021-

2022.

Significance of the study

The results of the study were considered significant and meaningful to the

following;

Administrators. The administrator helps to fix the anxiety of the students.

Educators. The result of the study will help the teachers to identify the

different factors that causes anxiety and could help them find a solution.

Students. The result of the study in student have high anxiety in speaking,

their speaking become not clear.

Future researcher. The result of the study may serve basis to future researchers

who have an interest to conduct the same study to further explore the attitudes of

students towards online class.

Operational Definition of Terms

The following terms were defined operationally;

Factors of anxiety- Anxiety maybe caused by a mental condition, physical

condition, stressful life events or a combination of these.

Anxiety- is your body's natural response to stress. It's a feeling of fear or

apprehension about what's to come.

6
 English speaking skills-to build your vocabulary and develop your English

communication skills, practice and study are essential.

Fluency- fluency in reading this is defined as the ability to read with speed,

accuracy and proper expression and also this is in order to understand what they read.

Speed- speed in reading is the process of rapidly recognizing and absorbing

phrases or sentences on a page all at once, rather than identifying individual’s words.

7
 CHAPTER II

REVIEW RELATED LITERARATURE

This chapter presents the review related literature of the study which used as

guiding tool to create the study and used as evidence as well for the ideas build up on

this research.

Related studies on Factors that causes Anxiety

A literary work is a human creation since it is the result of human’s

imagination. Therefore, we cannot separate it in human being. Nevertheless, it reveals

another representation of human life. Wellek and Warren 1956;90). In today’s time

and age, good communication skills are needed the most at all levels. According to

Raja (2013), “communication has become one of the markers of social solidarity,

social ranking and professional capabilities and most of the components of the

language are learnt through this medium:” (2001)

Language has long been recognized as an obstacle in second language

learning. Khattak, Jamshed, Ahmad, Mirza and Biang (2011) reported , “Anxiety

8
experienced in learning English Language can be debilitating and may influence

students ‘ achievements of their goals .

Herman in Yasin (2014) He proposed, therefore, that anxiety includes fear

reactions plus two or more basic emotions: distress, anger, (including shyness and

guilt) on the negative side, and interest and excitement representing the positive side.

Sila (2010) conducted a study to examine the foreign language anxiety of 160 turkish

young adolescent students in relation to language skills at different level by the use of

a modified version of the foreign language classroom anxiety scale (FLCAS).

Mental health issues relating to anxiety and depression are experienced

globally. Exploring 87 studies across 44 countries, a meta-analysis determined that

7% of the global population had experienced some type of clinical anxiety (Baxter,

Scott, Vos & Whiteford, 2013).

Major depressive disorder was examined in 120 studies in 74 countries and

found to affect 5% of the population globally (Ferrari et al.,2013).

The aim of these policy changes and campaigns is to improve attitude and

behaviors, reduce stigma attached to mental health and to encourage discussion about

mental health, and they may have contributed to an increase in help-seeking behavior

(Clement et al, 2015).

The children commissioner further indicates that I recent years only a small

proportion of children and young people in need of mental health provision have been

able to access it (Ford, Mitofran & Wolpert, 2013).

9
 Yamat & Bidabadi(2012) discussed that the new students face more anxiety,

negatively evaluated and found no significant difference in gender anxiety in the

English Language learning anxiety among Iranian EFL freshmen university students;

however the participants were anxious and nervous when speaking English. In

addition, they found that in speaking and testing English and female contact, males

were more insecure and negatively experienced during teaching class.

Yoshida (2010) expressed that when the students enter in the second language

learning classroom they come with anxiety. The English/Second vernacular student

regularly feel pushed, apprehensive or on edge while taking in the dialect and some

even face a 'mind hindrance' amid dialect learning.

Concerning the productive skills, most of the study revealed moderate to level

of speaking anxiety (Alsowat,2016; Budin, 2014; Suleiminova, 2012; Yahya, 2013).

It was clear from the previous research that there was a significant negative

relationship between language anxiety and speaking skills (Akkakoson, 2016;

Gkonou,2011; Liu, 2012).

According to Hashemi (2011), Language anxiety can depend upon the student

self-confidence their cognition discernments, language learning challenges, individual

differences of learners and native language, social status and background of the

students and from the dread of losing self-personality. Speaking hesitation is one of

the normal problem faced by any Foreign Language learner (Hamzah & Asokan,

2016).

10
 The teacher has crucial role in (SLA) Second Language Anxiety and

Interactive teaching strategies for teaching English as Second Language or Foreign

Language. Dialect educators require some implicit in administration instructional

classes on general brain science incorporating dialect uneasiness so as to manage the

pressure and the nervousness in their classes (Asif, 2017; Elaldi, 2016; Khattak et

al.,2011).

Sakti, (2018) and Leong and Ahmadi, (2017) acknowledged some anxiety

factors pertaining to students self-confidence; instructors role in the classroom; pupils

beliefs about resources, and instructors superiority in the teaching-learning process

wherein the teacher presents the material rapidly without considering students slow

learning.

Hashemi and Abbasi (2013) argue that friendly and accommodating

classroom environments will alleviate language anxiety.

Latif & Binti (2015) and Kondo (2010) argued that there is a noteworthy

connection between language anxiety and period of time to learn English and there is

no significant difference regarding age and gender. It depends upon his teacher's

effective methodology and strategies to enhance the knowledge and increase the self-

confidence of the students for teaching and learning English language.

The poor indicator of English capability, However high correlation found in

language anxiety in Foreign Language proficiency. As in the context of japan, they

are poor in English Language and researches found the aspects that reduce language

11
anxiety among the students of universities (Gosiewka, 2018; Masriani et al., 2018;

Miskam & Saidalvi, 2019).

A study conducted by Naghadeh et al. (2014) with Iranian English major

students at Payame Noor University in which the position of English is a second

language showed that there was a significant relationship between anxiety faced by

students and their speaking ability. Naghadeh et al. (Ibid) have written that the higher

the anxiety faced by the students in orasl communications, the lower the speaking

ability of those students.

Mahmoodzadeh (2012) investigated foreign language speaking anxiety faced

bu Iranian students within their inter-language system and found that these students

have high levels of anxiety in their inter-language system when speaking English.

The finding revealed that females were more susceptible and had higher levels of

anxiety than males.

The researcher took three classes from the second grade specially science

classes that were taught by the same teacher to make it easier for her to collect the

data. The researcher used the foreign language classroom anxiety scale (Flcas)

questionnaire develop and modified from Horwitz et. And Yahya (2013) as her

instrument for obtaining the data. In analyzing the data, thenresearcher used coding

and averages in percentages.

Zakaria & Hassan (2015) which revealed that communication apprehension

was the anxiety factor that most often appeared and caused students to not want in the

front of the classroom. Communication apprehension lid students to have difficulty

12
with speaking fluently and correctly. Disturbances that appeared as starting to panic

when asked to speak English without any preparation, shy to speak in front of the

classmate and anxiety when asked to express opinion in English. These students also

felt nervous when speaking English which led to forgetfulness of things that they

already knew before, and reluctance to speak in English even when they knew with

certainty that what they would present was correct.

According to Subasi (2010) suggested that speaking is the most anxiety-

provoking language skill in foreign language learning situation. Speaking is an

anxious triggering activity that make student anxious when they are in classroom,

many students are highly anxious because of participating in English activities.

(Keramida 2009 cited in Mayangta 2013).

Language has long been recognized as an obstacle in second language

learning .Khattak, Jamshed,Ahmad ,Mirza and biang (2011)reported , “Anxiety

experienced in learning English Language can be debilitating and may influence

students ‘ achievements of their goals .

According to Dordinejad and Ahmad (2014 cited in Eleldi 2016), foreign

language anxiety is an important factor that influence ones level of achievement In

foreign language learning specially in speaking class.

Wrench (2014) as cited in Musthachim (2014) stated that communication

apprehension is an individual’s fear or anxiety associated with either real or

anticipated communication with another person.

13
 CHAPTER III

METHODOLOGY

This chapter presents the research design, locale of the study, respondent of

the study, sampling procedures, data gathering procedures, data gathering instrument,

and statistical tools/ instrument.

Research design

This study used the descriptive research design to describe the factors that

causes anxiety in English Speaking Skills of the identified Grade 9 Junior High

School Students of Datu Ibrahim Paglas Memorial College.

Locale of the study

14
 This study was conducted at Datu Ibrahim Paglas Memorial College,

Poblacion Datu Paglas Maguindanao.

Respondents of the study

The respondents of the study were the Grade 9 Junior High School students of

Datu Ibrahim Paglas Memorial College who are currently enrolled during the school

year 2021-2022.

Sampling Procedures

The researcher used a purposive sampling technique to randomly select the

number of respondents who are currently enrolled for the school year 2021-2022.

Research Instrument

The researcher used a survey questionnaire as an instrument to gather all the

data needed about the factors that causes anxiety to the speaking skills of the

respondents.

The research instrument composed of three parts. Part I, was the socio

demographic profile of the respondents in terms of age and sex. Part II, was the

patterned questions about the factors that causes anxiety, and Part III was the

questions about the anxiety level of the respondents.

15
Data Gathering Procedures

The researcher sought permission first from the school principal to allow her

in conducting the study through a written communication letter. Some

communication letter in conducting the study were given to all the class advisers of

the targeted respondents. Distribution of the survey instruments was follow by the

help of the class advisers and retrieved the same after they accomplished the survey

questionnaires.

Statistical Treatment

Gathered data were tallied, and interpreted based on the statements of the

problem. The following were the statistical tools used to answer the questions stated

in the statement of the problem.

Problem number 1, frequency and percentage was used to describe the

respondents socio demographic profile.

Problem number 2, and problem 3, mean and grand mean were used to

determine the factors that causes the anxiety level of the respondents and their level

of anxiety.

16
 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter deals with the results and discussions of the data gathered in this

study. It includes the discussion of the parents’ disciplinary strategies and its effect on

the learning personality and behavior.

Table l. A

Profile of the Respondents in terms of Age

Age Frequency Percentage

11-12 years old 0 0.00

13-14 years old 40 54.05
15-16 years old 34 45.95
Total 74 100

17
 Table I.A presents the age distribution of the respondents. It presented that

there were 40 students who are13 to 14 years old or 54.05%, followed by the 15 to 16

years old with 34 or 45.95%. The data in Table I.A implies that majority of the

respondents were belonged to the age bracket of 13-14 years old.

Table l. B

Sex Distribution of the Respondents

Sex Frequency Percentage

Male 27 36.49
Female 47 63.51
Total 74 100

Table 1. B present the sex distribution of the respondents. It shows that out of

74 respondents, 27 or 36.49% were Male and 47 or 63.51 were female.

This concludes that majority of the respondents were female.

Table II

Factors that Causes Anxiety in English Speaking Skills of the Respondents

Indicator Mean Description

A. Fluency
1. It’s difficult for me to organize my ideas. 2.76 Agree
2. I get nervous when I don’t know to say. 2.73 Agree
3. I need more time to practice my speaking skills. 2.57 Agree
4. I like to learn to organize my thoughts. 2.55 Agree
5. I refrain from speaking or I can’t express my ideas. 2.28 Undecided
Sub Mean 2.58 Agree
B. Speed
1. I feel goose bumps. 2.11 Undecided

18
2. Afraid for critical reaction from the audience 2.40 Agree
3. I have doubts whenever or not the audience 2.34 Undecided
4. I do panic. 2.31 Undecided
5. I’m afraid of becoming a laughing stock. 2.39 Agree
Sub Mean 2.31 Undecided
C. Stammered
1. I feel rattled when I am called. 2.27 Undecided
2. I am frightened on my teachers English. 2.27 Undecided
3. Always thinking that the honor students are better 2.18 Undecided
than me.
4. I panic when I o impromptus. 2.36 Agree
5. I am hesitant to volunteer because my English 2.18 Undecided
embarrass me.
Sub Mean 2.25 Undecided
Grand Mean 2.38 Agree
Descriptions;
Agree(A)-3, Undecided (U)-2, Disagree(D)-1,

Table II presents the Factors that Causes Anxiety in English Speaking Skills

of the Respondents in terms of Fluency, Speed, and Stammered.

In terms of Sub-Indicators, A, “Fluency”, all the indicator shows mean of

2.70, 2.73, 2.57, and 2.55 and described as “Agree” but the sub sub-indicator number

5 has a man of 2.18 and described as ‘Undecided, and has a sub-mean of 2.58 which

mean “Agree”.

Sub Indicator B which is “Speed” shows a sub mean of 2.31 and described as

“Undecided”. Indicators number 2 and number 5 shows the mean of 2.40 and 2.39

which described as “Agree”, while indicators 1, 3, and 4, has a mean of 2.11, 2.34,

and 2.31 respectively.

For the sub indicator C, which is the “Stammered”, indicator number 4 has the

highest mean of 2.36 and described as “Agree” and indictors number 1, 2, 3, and 5

19
have a mean of 2.22, 2.27, 2.18, and 2.18 respectively. Therefore, it shows a sub

mean of 2.25 and described as “Undecided”.

In summary, Table II implies that the identified Factors that Causes Anxiety

in English Speaking Skills of the Respondents in terms of Fluency, Speed, and

Stammered

respondents show an over-all mean or grand mean of 2.38 and verbally described as

“Agree”

Table III

The Level of Respondents Speaking Skills

Indicator Mean Description

1. Now I can better organize my ideas while speaking 2.38 High

while speaking.
2. I still need more time to practice speaking during 2.37 High
the lesson.
3. I still would like to prove my English is better than 2.43 High
what I show on oral test.
4. Now I feel better prepared to speak in class. 2.28 Moderate
5. It is difficult for me to speak in front of the class. 2.22 Moderate
6. I always prepare when I have a speaking task. 2.21 Moderate
7. I can’t still express my ideas. 2.12 Moderate
8. I’m shy. 2.29 Moderate
9. Now I feel more satisfied with my oral performance 2.23 Moderate
10. My teacher has provided me with everything I need 2.43 High
to do well on speaking tasks.
Sub Mean 2.30 Moderate

20
Descriptions;
High(H)-3, Moderate (M)-2, Low(L)-1,

The table III shows the level of respondents speaking skills. The indicators

from 1, 2, 3, and 10 had a mean of 2.38, 2.37, 2.43, and 2.43 which described as

“High”, followed by the indicators 4, 5, 6, 7, 8, and 9 has a mean of 2.28, 2.22, 2.21,

2.12, 2.29, and 2.23, respectively which described as “Moderate”. Moreover, this

table implies that the grand mean is 2.30 which describes as “Moderate”.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents summary, conclusion and Recommendation derived

from the result of this study.

Summary of Findings

The profile of the respondents shows that out of 74 of them, 40 or 54.05 %

belongs to an age between 13-14 years old, 34 or 45.95% were in the age bracket of

15-16 years old. On the other hand, the sex distribution of the respondents shows that,

27 or 36.49% were Male and 47 or 63.51 were female.

21
 For the factors that Causes Anxiety in English Speaking Skills of the

Respondents in terms of Fluency, Speed, and Stammered, it summarizes that sub-

indicator A or Fluency has a sub mean of 2.58 and described as “Agree, but Sub-

indicators B or “Speed” and sub indicator C or “Stammered” have both sub-mean of

2.31, an 2.25 and both verbally described as “Undecided”. Moreover, it implies that

the factors that causes anxiety in English speaking skills of the respondents were

Fluency, Speed, and Stammered as shown by the grand mean of 2.38 and described as

“Agree”.

On the bases of the level of respondents speaking skills, the indicators from 1,

2, 3, and 10 had a mean of 2.38, 2.37, 2.43, and 2.43 which described as “High”,

followed by the indicators 4, 5, 6, 7, 8, and 9 has a mean of 2.28, 2.22, 2.21, 2.12,

2.29, and 2.23, respectively which described as “Moderate”. Thus, the data on the

level of speaking skills of the respondents was noted as “Moderate” with a grand

mean of 2.30.

Conclusion

Based on the summary of findings, the following data are hereby concluded;

The profile of the parents in terms of age, majority of them were belonged to

the age of 13-14 years old, majority of them were female.

For the factors that Causes Anxiety in English Speaking Skills of the

Respondents in terms of Fluency, Speed, and Stammered, it was noted that sub-

indicator A or Fluency was described as “Agree, but Sub-indicator B or “Speed” and

22
sub indicator C or “Stammered” were both verbally described as “Undecided”.

Moreover, it revealed that the factors that causes anxiety in English speaking skills of

the respondents were described as “Agree”.

About the level of respondents speaking skills, the indicators four indicators

were described as “High”, and six indicators were described as “Moderate”

respectively. Thus, the data on the level of speaking skills of the respondents was

noted as “Moderate”.

Based on the results of the study, it has been noted that there is a relationship

between the factors that causes anxiety and respondents English speaking skills level.

Thus, the null hypothesis id rejected.

Recommendation

On the bases of the conclusions, the following recommendation are hereby

noted;

1. This study suggested that the school should cater more enrollees or students

regardless of their socio- economic and demographic profiles

2. The school should conduct a school-based training and worshop to teachers

teaching English subjects to strengthened and improve their skills in teaching reading,

fluency, speed and comprehensions to students.

23
 3. Teachers who teach English must have their interest, passion and set their

learning goals in teaching to improve and develop further the performance of the

students.

4. Similar study will also be encouraged to conduct about teaching English

speaking skills.

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