Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, research

setting, research respondents, sampling technique, research

instrument, data gathering procedure, and statistical

techniques used.

Research Design

In gathering the data and information necessary to

accomplish the purpose of this investigation, the

researcher will utilize the descriptive survey method.

Descriptive survey method of research is where the person

doing the research presents it in a descriptive manner. The

descriptive research design enables researchers to describe

or present the picture of a phenomenon under investigation.

(source)

A descriptive survey typically seeks to ascertain

respondents’ perspectives or experiences on a specified

subject in a predetermined structured manner.

Research Setting

This study will be conducted in J.H. Cerilles State

College-Dumingag Campus, Caridad, Dumingag, Zamboanga del

Sur for School Year 2018-2019. The school is more or less

1.4 kilometers away from the town proper.

Research Respondents

The respondents of this study will be the 43 [100]

BSEd-1 English [college] students of J.H. Cerilles State

College-Dumingag Campus, Caridad, Dumingag, Zamboanga del

Sur, School Year 2018-2019.

[Below is the list of the schools with their

corresponding number of student-respondents, to wit:

School of Teacher Education 20

School of Hotel and Restaurant Management 20

School of Criminology 20

School of Information Technology 20

School of Agriculture 20

Total 100]

Sampling Design

Stratified proportional random sampling shall be used

to determine the number of student-respondents.

Slovin’s formula and stratified proportional random

sampling are used to determine the number of student-

respondents. The Slovin’s formula is presented below:

N
Sample Size = 1+𝑁𝑒 2
 Where:

N = population

E = margin of error

Research Instrument

The instruments that will be used for this study are

oral performance test through extemporaneous speaking and

questionnaire-checklist which is adopted and modified from

FLCAS or Foreign Language Classroom Anxiety Scale(Horwitz

et al., 1986).

The questionnaire-checklist shall compose of the

following parts:

Part I contains 10 statements on the level of speech

anxiety of the student-respondents which are based on the

classroom situations.

To determine the level of speech anxiety of the

respondents, the four-point adjectival is used with the

given description and interpretation:

Scale Weight Adjectival Interpretation

Continuum Equivalent
5 3.67-5.00 Always (A) High (H)

3 2.34-3.66 Sometimes (S) Moderate(M)

1 1.00-2.33 Never (O) Low (L)

Part II deals with the techniques employed by the

student-respondents to overcome their speech anxiety.

According to Anandari (2015),self-reflection helps students

in minimizing and overcoming the foreign language anxiety.

Therefore, the researchers used this result to test if it

is effective in overcoming speech anxiety. However, the

respondents will answer on how often they apply the

techniques in overcoming speech anxiety.

To determine the techniques employed by the student-

respondents in overcoming speech anxiety, a four-point

adjectival shall be used.

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

4 3.01-4.00 Often (O) Very Effective (VE)

3 2.01-3.00 Sometimes (S) Effective (E)

2 1.01-2.00 Exceptionally (E) Less Effective (LE)

1 0.00-1.00 Never (N) Not Effective (NE)

To determine the oral performance of the student-

respondents, the oral performance test shall be used. It

includes practical situations which the student-respondents

have experienced. However, the rubrics for extemporaneous

speaking shall be used to evaluate their performance.

Data Gathering Procedure

The researchers will secure permission from the campus

administrator, academic program director, program heads and

instructors to allow them to conduct the study.

 The researchers will personally administer the

questionnaires so that items which are not clear to the

student-respondents will be explained to them. After

administering the questionnaire-checklists, the researchers

will tally, tabulate, and interpret the data.

However, in administering the oral performance test,

the researchers will give 2 minutes to every respondent for

their answers. The performance will be evaluated using the

rubrics in extemporaneous speaking. Then, based on their

scores, the researchers will interpret the data.

Statistical Treatment of Data

The data gathered will be analyzed and interpret using

descriptive method.

To determine the student-respondents’ level of speech

of anxiety, the Weighted Average Mean (WAM) will be used

with the formula given below:

f X1+ f2 X2…+ fn X2
WAM = 1 N

Where:

WAM = Weighted Average Mean

f = frequency

x = Weight
Part I. Level of Student-respondents’ Speech Anxiety

Directions: Please indicate the degree to which each

statement applies to you by marking ( ).

Rating Scale Adjectival Equivalent

5 Always (A)
3 Sometimes (S)
1 Never (N)

Responses
Statement 5 3 1
1. I never feel quite sure of myself while I
am speaking English.
2. I tremble when knowing that I am going to
be called on to speak English in class.
3. I start to panic when I have to speak
English without a preparation in advance.
4. I feel very self-conscious about speaking
English in front of the class.
5. It embarrasses me to volunteer to go out
first to speak English.
6. I want to speak less because I feel shy
while speaking English.
7. I’m afraid that I will pronounce a word
incorrectly.
8. I’m afraid that my classmates will laugh
at me when I commit wrong grammar.
9. I’m not confident to volunteer answers
especially when the teacher asks to speak
it in English.
10. I feel my heart pounding when I’m going
to be called on to give my idea about our
discussion.
Part II. Techniques Employed by the Student-respondents to
Overcome Speech Anxiety.

Directions: Please indicate the degree to which each

statement applies to you by marking check ( ).

Rating Scale Adjectival Equivalence

4 Often (O)

3 Sometimes (S)

2 Exceptionally (E)

1 Never (N)

Responses
Statements 4 3 2 1
1. I identify my strengths in speaking
to develop my self-confidence.
2. I read books to improve my
vocabulary.
3. I identify my weakness in speaking
so I can improve it.
4. I use my past experience in speaking
in front of my classmates to improve my
performance in speaking.
5. I accept corrections when I
mispronounce words.
6. I record my voice to know if it is
pleasant or unpleasant to hear.
7. Through a video, I examine myself
how do I look like when speaking in
front of an audience.
8. I practice uttering the words which
I mispronounce incorrectly.
9. I accept corrections when I commit
wrong grammar.
10. I practice correct posture, facial
expression and gestures in speaking in
front of an audience.
 Oral Performance Test

Name: ____________________ Score: __________

Course: ___________

Questions:

1. What is your biggest fear in life? What will you do to

overcome that fear?

2. What is the most important thing in your life that

you’re afraid to lost? Why?

3. What is the most difficult problem that you encountered

as a college student?

4. What do you think is the best thing about having good

friends?

5. Which is more important to you, health or wealth?

6. What can you say about Pres. Rodrigo Duterte?

7. If you will become a president, will you follow what

Pres. Duterte do to our country?

8. How important is education to you?

9. Which do you prefer, books or internet? Why?

10. What do you think is the common reason why people

changed?

11. In your own opinion, what is the right age for man and

woman to get married?

12. How important is love? Explain.

13. What do you think is the role of technology in

improving our way of living?

Grading Very Proficient Less Poor
Criteria Proficient Proficient
(4) (3) (2) (1)
Used an Used Used some Used
abundant of adequate infor- infor-
Content infor-mation infor-mation mation not mation
(40) clearly about the connected that has
related to topic; made to the little
topic; made good points; topic connectio
points used some n to
clearly; variation in topic
used varied use of
infor-mation infor-mation

4 3 2 1
Organized Presented Presented Did not
infor-mation most loosely use a
and ordered information connected logical
Organi- ideas in a logical ideas; order in
zation logically; order; presented presen-
(30) presented presented a choppy tation
easy-to- generally and
follow clear and difficult-
argument easy-to- to-follow
stated a follow organi-
clear arguments zation
conclusion

4 3 2 1

Well-poised, Engaged Had a Appeared

enthusiastic during little or disintere
Speaking , and presentation no sted
Skills confident expression during
(30) during the ; did not presentat
presentation enunciate ion
; enunciated clearly
clearly

4 3 2 1