TIME SPEND IN SPEAKING AND THE LEVEL OF SPEAKING SKILLS OF GRADE 8

STUDENTS OF GRACE MISSION COLLEGE

A.Y 2019-2020

An Action Research

Presented to the Faculty of

Grace Mission College

Catiningan, Socorro , Oriental Mindoro

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Secondary Education

Major in English

by

JOANNE L. ICO

September 2020

i
 ABSTRACT

Title : Time Spend in Speaking and

the Level of Speaking Skills

of Grade 8 Students of Grace Mission College,

School Year 2019-2020

Author: Joanne L. Ico

Adviser ; Cecilia G. Salazar

Degree Conferred: Bachelor of Secondary Education

Specialization: English

School/ Address: Grace Mission College

Catiningan, Socorro, Oriental Mindoro

ii
 Acknowledgement

First of all, the researcher would like to thank God for

giving the strength to finish the research project.

The researcher wish to convey their warmest gratitude and deepest

appreciation to the following persons for their full support to

finalize this work.

To Mr. Resty Dalisay and Ms. Roxan Jamito who deserve special

mention for their inseparable support and prayers.

To Mr. Niño Mar Magnaye who support and understand our

shortcomings to be able to comply this action research.

To Mrs. Cecilia G. Salazar , the researcher’s adviser for sharing

her knowledge in editing the paper, for her love and patience with all

the authors’ weaknesses.

Mr. Cheth Santiago , the school principal and all the staff of

Grace Mission College for their unending support and trust.

Ma’am Gizelle Peñero and , for letting the researcher conduct

their study to her advisory class, the grade 8 students.

Student respondents for sharing their time in answering the

questionnaire . To God Be All the Glory .

iii
 DEDICATION

I dedicate my action research work to my family and friends . A

special feeling of gratitude to my husband Mr. Nino Mar Magnaye whose

words of encouragement and push for tenacity ring in my ears. My

daughter Nianne Min Magnaye who have never left my side and was very

special.

I also dedicate this action research to our Alma Matter Grace Mission

College and to all staff of faculty, students of GMC.

iv
 TABLE OF CONTENTS

Page

TITLE PAGE i

ABSTRACT ii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENTS v

LIST OF TABLES vii

LIST OF APPENDICES ix

CHAPTER 1. INTRODUCTION

Background of the Study 1

Statement of the Problem 3

Statement of the Hypothesis 4

Significance of the Study 4

Scope and Limitations of the Study 4

Definition of Terms 5

Theoretical Framework 6

Conceptual Model 7
 v

CHAPTER II REVIEW OF RELATED LITERATUEE AND STUDIES

Foreign Literature 8

Local Literature 9

Foreign Studies 10

Local Studies 12

CHAPTER III. RESEARCH METHODOLOGY

Research Design 15

Respondents of the Study 15

Research Instrument 16

Data Gathering Procedure 17

Statistical Treatment of Data 19

CHAPTER IV PRESENTATION , ANALYSIS AND INTERPRETATION OF DATA 22

CHAPTER V SUMMARY OF FINDINGS , CONCUSIONS AND RECOMMENDATIONS

Summary of Findings 38

Conclusions 42

Recommendations 43

Action Plan 44

Bibliography 46

Appendices 48

Curriculum Vitae 54
 vi

LIST OF TABLES

Number/ Letter Title Page

Table 1 Mean Perception in terms of 22

Correctness of Grammar

Table 2 Mean Perception in terms of 24

Appropriateness of Idea

Table 3 Mean Perception in terms of 26

Right Sentence Construction

Table 4 Mean Perception in terms of 27

Confidence in Expressing Idea

Table 5 Frequency and Percentage Distribution of 29

Respondents’ Time Spend in Speaking (in hour/day).

Table 6 Correlation of the time spend in 30

English Speaking and the Level of English

Speaking Skills of the student-respondent.

Table 7 ANOVA table on the difference in 32

the extent of English Speaking skills of

student-respondents

Table 8.1 ANOVA table on the difference in 33

 the extent of correctness of grammar
vii
shown by the student- respondents

Table 8.2 ANOVA table on the difference in 34

the extent of appropriateness of idea

shown by the student-respondents

Table 8.3 ANOVA table on the difference in the 35

extent of right sentence construction

shown by the student-respondents.

Table 8.4 ANOVA table on the difference in the 36

extent of confidence in expressing idea

shown by the student-respondents.

viii
 List of Appendices

LETTER TITLE PAGE

A. Letter of Approval to the Principal 48

B. Cover Letter of the Research Questionnaire 50

C. The Research Instrument 51

D. Curriculum Vitae 54

ix
 Chapter I

INTRODUCTION

Background of the Study

In this global era, speaking is the most important skill among

all the four language skills in order to communicate well. As English

is widely used all over the world, there is a need for learners to

acquire the communication skills of it to get success in their

respective fields. “While a picture may be worth a thousand words,

those words will no doubt come in handy if the picture is distorted or

poorly understood. After all, the most effective way to communicate

is through speech. Thus, speaking skills are a vitally important

method of communication. The Philippines is recognized globally as one

of the largest English-speaking nations with majority of its

population having at least some degree of fluency in the language.

English has always been one of the official languages of the

Philippines and is spoken by more than 14 million Filipinos. It is the

language of commerce and law, as well as the primary medium of

instruction in education . According to the initial survey conducted

by the researcher, teachers pointed out that most of secondary

students in Grace Mission College have difficulties and problems in

terms of speaking English. There are different tips and steps on how

to develop and improve the speaking skills but the other dilemma is

the spending time to practice [Link] on the article featured in

Manila Times, Filipino’s English proficiency declines sharply. The

Philippines’ fall from 14th place in 2018 to 20th in the 2019 English

Proficiency Index (EPI) is a cause for worry that the country’s

1
education sector should immediately address. The Philippines’ score of

60.14 out of 100 still falls under the “high proficiency” level, its

sliding to 20th place shows that other countries have been improving

faster as global competitiveness becomes tighter. Last year, the

country’s score was 61.84, which ranked it 14th among 88 countries. In

some instances, teachers could not express themselves clearly in

English. If the teachers have difficulty articulating, how then can we

expect them to teach their students and how would students be able

learn from them? Many college graduates in recent years have had

difficulty expressing their thoughts clearly and logically in English.

Cruz (2004) stated in a relatively recent newspaper column that even

at this time, most of the official notices, laws, court decisions, bar

and board examinations and even the Constitution, are mostly in

English. Though English is given much time, focus and 639priority,

Filipino is still considered essential. The implementation of English

language is very useful to all Filipino citizen it is a bridge of

communication and understanding in spite of many cultures and

countries we had.

This action research aims to determine the amount of time spend in

speaking and the level of English Speaking skills of students. It also

points out the significant difference among indicators of the two

variables. It provides a detailed study to diagnose the factors the

greatly influence the speaking skills of the respondents. This paper

presents an action plan on how to improve the spend time and the state

of speaking skills in secondary students. Specifically, it proposes an

innovative strategy to hone the speaking skills of the student

respondents.
 2

Statement of the Problem

The study aimed to determine the time spent in speaking and the level

of speaking skills of Grade 8 students in Grace Mission College.

Specifically, it aims to answer the following questions:

1. How many hours are spent by respondents in speaking:

1.1 0-1 hour per day

1.2 2-4 hours per day

1.3 5 and above per day

2. What is the level of student-respondent speaking skills in terms

of:

2.1 correctness of the grammar

2.2 appropriateness of the idea

2.3 right sentence construction

2.4 confidence in expressing his/her idea

3. Is there a significant difference among indicators on the time

respondents spent in speaking?

4. Is there a significant difference among indicators on the level

of speaking skills of the respondents?

5. Is there a significant relationship between time spent and the

level of the speaking skills of Grade 8 students in Grace Mission

College?
 6. What are the different challenges encountered by the respondents

in terms of speaking?

3
7. What Action Plan can be proposed to improve students speaking

skills?

Statement of the Hypothesis

1. There is no significant difference among indicators on the

time respondents spent in speaking.

2. There is no significant difference among indicators on the

level of English speaking skills of the respondents.

3. There is no significant relationship between time spent and

level of English speaking skills of Grade 8 students in Grace

Mission College.

Scope and Limitations of the Study

The study focused on the time spent and the level of speaking

skills of the students respondents. The students in Grace Mission

College were the main respondents of the study. Specifically, it

purposely selected the pupils from Grade 8 of GMC. The study was

conducted in Grace Mission College in the District of Oriental Mindoro

Region lV -B from June to August 2020.

Significance of the Study

The findings of the study would be beneficial to the school

community specifically students, teachers, school, parents and

future researchers.
STUDENTS: This study is greatly beneficial to the students in able on

how to spend more time in speaking English and to improve their

speaking skills.

TEACHERS: This study will help the teachers in a way that it

contributes to enhance and improve the teaching strategies and

techniques in terms of speaking.

SCHOOL: This study will help the school. The school will be known for

its well practice of teaching when the students show great performance

on speaking skills.

PARENTS: This study will help the parents to measure the speaking

ability and capabilities of the children

FUTURE RESEARCHERS: This can serve as a related study for those who

will choose time spend in speaking English as one of the variables.

The data collected by the current study may be also cited.

Definition of Terms

The key in the study are given the following conceptual

definition for the clarification of presentation. Some of the

important terms are defined conceptually and operationally in this

section.

Speaking Skills. Speaking is a productive language Skill (Siahaan

2008:95). It means that speaking is a person’s skills to produce

sounds that exists at the meaning and be understood by other people ,

so that able to create of good communication.

In this study it refers to respondent’s skill .

STUDENTS. The definition of “students” was “one who studies

something”. Today it can merely “one who attends a school,

college or university”. This modern definition doesn’t even

suggest that the person does more than “attend” college and

university professors still use5 the first definition, and schools

have ways (such as course requirements, exams and grades) to

attempt to ensure that those who attend will also study and

learning something. Simanek D. (2017)

In this study, they are the respondents from grade 8 in Grace Mission

College

LEVEL. A specific height or amount of something. In this study , it

was defined as the student’s rate in speaking and was measured by the

researcher to satisfy the goal of this paper.

Theoretical Framework

According to Kayi Theory (2006) speaking refers to the gap

between linguistic expertise and teaching methodology. Linguistic

expertise concerns with language structure and language content.

Teaching speaking is not like listening, reading, and writing. It

needs habit formation because it is a real communication and speaking

is a productive skill so it needs practicing as often as possible.

While According to Thornbury Theory (2005: IV) says that speaking

is an interactive and requires the ability to cooperate in the

management of speaking turn.

 According to Clark and Clark Theory (1997: 223) state that in

speaking, a speaker expresses his thought and feeling in words,

phrases, and sentences following a certain structure which regulates

the meaningful units and meaning of sentences. The frequency of using

the language will determine the

success in speaking skill. In other

6 word, without practicing, it will

be difficult to speak English fluently.

Conceptual Model

The study is guided by the following conceptual model.

IV DV

Time Spent in Speaking of Speaking Skills of

respondents respondents in terms of:

 correctness of the
 0-1hour per day grammar
 2-4 hours per day  appropriateness of the
 5 and above per day idea
 right sentence
construction

ACTION PLAN

Figure 1. Conceptual Model of Time Spend in Speaking and the

level of speaking skills of Grade 8 Students of Grace Mission
College

Figure 1 shows the hypothesized relationship between the

independent and dependent variables. The independent variables
include the time spent by respondent’s in speaking ( 0-1 hour per
day, 2-4 hours per day,5 and above per day). Meanwhile the
dependent variable of the study includes the speaking skills of
respondents in terms of correctness of the grammar,
appropriateness of the idea, right sentence construction, and
confidence in expressing his/her idea.
The single headed arrow signifies the test of relationship
between variables under study. Meanwhile the two-headed arrow
signifies the difference between the variables under study and
the two headed arrow below signifies the action plan of the
research study.

Chapter II. Review of Related Literature and Related Studies

This chapter presented the literature and studies that are in

consonance with the study. The researchers browsed the Internet to

gain pieces of information that were relevant to the study and it

serves as their main source of idea and knowledge. Moreover, they read

some books, thesis, newspapers which provided better perspective

toward the attainment of this study.

A. Related Literature

Foreign

Speaking plays an important role in daily communication and

educational purposes.

According to Nassiri and Pourhosein Gilakjani (2016), human

communication is a complex process. People need communication

when they want to say something and transmit information.

Speakers use communication when they are going to inform someone

about something. Speakers apply language according to their own

goals.

Pourhosein Gilakjani (2016)expressed that speaking is of great

significance for the people interaction where they speak

everywhere and every day. Speaking is the way of communicating

ideas and messages orally. If we want to encourage students to

communicate in English, we should use the language in real

communication and ask them to do the same process.

Local 8

Filipinos are generally good at English. At least that’s the

impression foreigners get when they encounter us. It is also one

of the primary reasons why foreign employers like hiring

Filipinos. It is well-established that English has made its way

into the world as a sort of lingua franca, and we wield it as an

advantage for now.

Charisse M. Tocmo stated that the Philippines is always referred

to as an English-Speaking country. Amidst of the Mother Tongue

Based Education Program of Department of Education, still, some

schools implement the English Policy. English as a medium of

instruction, practice in developing a competitive individual

being thrown in the land of competition and are more prioritize

in applying a job here and abroad. An institution is in charge of

the student’s

additional knowledge and learning as well as opening a door

towards chances. Have we notice? That a student came from a

school, wherein English is the medium of instruction, is

competitive is speaking the language than those who are not?

Carlos Conde of Davao City Philippines in his article Erosion of

English Skills Threatens Growth in the Philippines states that

the deterioration of English proficiency has been linked to an

 overall decline in Philippine education. Accordingly, there’s a

recent government study that shows only seven (7) percent of high

school graduates can properly ,speak or understand English,

poorly trained teachers are partly blame. Education is a key to

success. We should go with the flow of change and competence,

throwing our best assets, ourselves.

B. Related Studies

Foreign
Urrutia & Vega (2006) conducted an action research project on the

understanding and actions taken to improve speaking skills

through games in a public school called “Federico García Lorca”

in Colombia. The participants in this study were twenty girls and

twenty boys from 14 to 18 years old. The researchers implemented

activities focused on oral games for promoting the development of

students’ speaking skills. Questionnaires, teacher’s journals and

video recordings

were used as data collection instruments. The researchers

analyzed the data by using charts which included the percentages

of student’s answers about the most difficult skill for them, how

often they speak in English during the class and the factors that

interfere at the time to speak, such as, shyness, lack of

vocabulary, fear of humiliation, among others.

According to the findings in Urrutia & Vega (2006) study, the

majority of students considered that speaking is the most

complicated ability to work out; also, the researchers noticed

that students sometimes spoke English, but the majority of the

did not speak during the English class. Oral participation in the

study involved relevant factors, such as: vocabulary, timidity

and fear of being embarrassed. 58% of students expressed that

they preferred games to be implemented in the English class for

which researchers noticed that students tried to improve their

oral participation when they were using games; in addition, from

student’s perspectives, Urrutia &Vega state that games allow

“cooperation, involvement, self-confidence, knowledge of

vocabulary, better English understanding, improvement of

pronunciation and speaking” (p. 9), and from teacher’s

perspectives, the authors illustrate that games develop

“motivation, improvement in speaking participation, and free &

confident student’s performance” (p. 10).

Rama, Ying, lee & Luei Luei (2007) conducted an action research

study on the hypothesis of using language games to improve speech

skills during English classes in a primary school called “Jurong”

in Singapore. The participants in this study were 78 students.

The researchers used two different methods for two different

groups; they divided students into experimental group in which

was implemented a communicative method where were implemented

language games

to improve speaking skills, and a control group which was focused

in a teacher centered method in which teachers used real- life

activities including the essential vocabulary to perform a

conversation. Pre-tests and post-tests were used as data

collection instruments. Researchers analyzed the data collection

by comparing pretests and post-tests of speaking elements between

experimental and control groups in order to observe if the

implementation of games had helped learners to improve speaking

performance.

According to the findings in Rama, Ying, lee & Luei Luei’s (2007)

study, the participants report two tables with the results of the
 study, the first table shows the study of pre-tests and post-

tests where 4 students did not were present in class during the

pre-test and a total of 35 students were present in pre-test and

post-test. Also, Rama, Ying, lee & Luei Luei (2007) find out that

“69.23% of pupils from the experimental group improved their

post-test scores. Only 20% of the pupils in the control group had

a better score in the post-test. 45.71% of the pupils in the

control

group showed no improvement in the post-test, while only 20.51%

of the pupils from the experimental group showed no improvement

in the post-test. 34.29% of pupils in the control group scored

worse in the post-test. Only 10.26% of the pupils in the

experimental group scored worse in the post-test.” (p. 7). In

relation to the second table there were a series of 4 questions;

such as, if they enjoyed the activities, if they were able to do

them, if they were able to follow the instructions, and if they

improved communication after the activities. Rama, Ying, lee &

Luei

Luei (2007) state that “All the pupils in the experimental group

agreed that they enjoyed the games that they had played. 11% of

the pupils in the control group disagreed with Q1. A greater

percentage of the pupils in the control group disagreed with Q2

and Q3, as compared to the pupils in the experimental group.

However, a higher percentage of pupils in the experimental group

disagreed with Q4, as compared to the percentage of the pupils in

the control group.” (p. 8).

Local
 In the Philippines, English proficiency is found out to be declining.

A recent language test result showed that the Philippines is no longer

the top one English speaking country in Asia. This brought up an

alarming impact towards job providing industries in and out of the

country, and is currently driving the Department of Education to

intensify the effort of providing an educational system that will

improve student’s mastery in English. However, programs and projects

conducted by schools are not enough12to promote the development of

English language proficiency among Filipino students. Teachers have to

be competitive enough in using the language to effectively teach

students in becoming critical and analytical in communicating with the

the use of English. Learning experiences that will help students

reach the optimum level of their communicative ability must be

provided (Suelto, 2005).

There are various ways that we could take in order to pursue the

improvement of our students English language proficiency. One way is

to encourage students to speak the language regularly especially

within the school premises. Schools have been promoting the ‘English

Speaking Campaign wherein students are obliged to speak in English

whenever they are inside the classroom. Development always start

within oneself, thus, students are encouraged to do self-study and

practice to improve their skills. Interacting with native speakers of

English is also highly encouraged. Watching movies in English and

listening to English spoken media is also an effective way in

improving English communication skills. Students nowadays are highly

exposed to music and films that are using the English language.

Although it has been observed that songs of today have a lot

grammatical error (or simply because of the writer’s choice to make

the lyrics poetic), students tend to adopt the way native speakers

deliver the language. Another helpful factor that students are being

exposed to is the Internet where sources of all information they need

are always in their reach. Visiting websites, reading different types

of articles, and discussing topics in English help them become

confident in using English.

Taking those helpful ways presented above are of great help in

developing the student’s proficiency in English. However, the

teacher’s assistance in the classroom setting will further motivate

students to pursue learning and developing their English language

skills.

Graduating college students, particularly those taking up business/education

courses must take note of a recent study that revealed their English language

proficiency at only the level of basic working proficiency. This particular

level of proficiency indicates that "the person hardly understands native

English speakers, or speakers of english vis international meetings, or could

they sustain fluency & accuracy, plus discuss topics of general interest using

non-elaborate structures."

According the study, conducted by HA Cervantes Knowledge Systems, Inc., the

Philippine-based firm which administers the ‘Test of English for

International Communication (TOEIC) took sample measurements of graduating

students for Year 2001-2002 from selected educational institutions in Metro

Manila. TOEIC is a global standard of English proficiency measurement

developed by the Educational Testing Service (ETS) located in Princeton, New

Jersey, USA. It reveals how the English proficiency of the examinee stands

against the international benchmark, specifically among business trade

community.

Dr. Hermelo Cervantes, HACKSI chief executive consultant stressed that said

study showed why many Filipinos fail to obtain foreign jobs that require

passing English proficiency certification tests. "That is why no one knows how
the English proficiency of Filipinos stands against the global standard, not

until now," Dr. Cervantes said.

14

Chapter III

RESEARCH METHODOLOGY

Research Design

The study employed a descriptive-correlational and

comparative methods of research. According to Walter (2005),

descriptive research, also known as statistical research,

describes data and characteristics about the population

phenomenon being studied.

A descriptive-correlational survey is designed to

examine the strength or relationship between the variables. In

this study, the pupil’s time spent in speaking will be correlated

with the students’ level of English Speaking Skills.

A descriptive-comparative method of research was used to

compare two entities without manipulating a variable. The study

determined differences in the extent of level of English Speaking

Skills of the student-respondents and their perceptions from

among the respondent sections.

Research Locale
 The study was conducted in Grade 8 section of Grace

Mission College which obtained the lowest ratings in English

subject in the Third Periodical examination given during School

Year 2019-2020. These grade section of Junior High School were

managed by the section adviser.

15

Research of the Study

The respondents of the study were composed of 30 Grade 8

students. They were selected from the total population of 32

students of grade 8 section of Junior High School of Grace

Mission College.

Sampling Technique

The student-respondents were chosen using proportional

stratified sampling technique. The sample size was determined

employing the Slovin’s Formula.

N
n=
1+ N e 2

Where:

n = number of samples

N = total population

e = margin of error

Research Instrument
 The main instrument of the study was a checklist/survey

form based from different sources of English proficiency. The

checklist was made up of four (4) parts with ten (10) items

each. Part I was composed of set of items that deals with

correctness of the grammar

Part II dealt with items that measure the

appropriateness of the idea. Part III dealt with items that

16
measure the right sentence construction and Part IV dealt with

items that measure confidence in expressing his/her idea.

The extent of English fluency in Speaking of the pupils-

respondents was described using the range and scale below.

RANGE SCALE DESCRIPTION

4.20 – 5.0 5 Very High Extent
3.40 – 4.19 4 High Extent
2.60 – 3.39 3 Moderate Extent
1.80 – 2.59 2 Low Extent
1.00 – 1.79 1 Very Low Extent
Reference: Altares, Prescilla S., et al. 2003. Elementary

Statistics: A Modern Approach. Rex Bookstore. Manila Phil.

Reliability of the Research Instrument

The instrument was pretested to ten (10) non-respondents

of the study for a ten-day period to determine its reliability

using Pearson Product of Moment of Coefficient Correlation.

The results of the test-retest of the research

instrument are shown in the Table A.

Table A Test-Retest results with the computed reliability

coefficients

Major Variables r-value Relationship Interpretation

Correctness of 0.98 Very High Reliable

Grammar Relationship
Appropriateness 0.99 17 Very High Reliable

of idea Relationship
Right Sentence 1.00 Perfect Reliable

Construction Relationship
Confidence in 0.99 Very High Reliable

Expressing Idea Relationship

Overall 0.99 Very High Reliable

Coefficient Relationship

Based from the results, all variables in the items were

reliable as manifested by the computed r-values. The lowest

coefficient was 0.98 which means very high relationship. The

questions in the correctness of grammar, appropriateness of idea

and confidence in expressing idea got very high relationship

while right sentence construction got a perfect relationship with

the r-value equal to one (1.00). The overall coefficient was 0.99

indicating a very high relationship. Generally, therefore, all

items were very reliable.

Data Gathering Procedure

The researcher sought permission from the adviser of the

selected grade level of Grace Mission College to allow the

conduct of study.
 Upon its approval, checklist was administered online to

the pupil respondents with the assistance of their adviser.

Retrieval of the instrument was done

18 after performance evaluation

through online.

Statistical Treatment of Data

The data gathered were treated statistically using

descriptive statistic such as frequency, percentage and mean.

The hypothesis of the study was tested employing Pearson’s r and

Analysis of Variance (ANOVA).

The following formulas were used:

Frequencies and Percentages.

Formula:

n
Percentage= ×100
N

Where:

n = Number of respondents per category

N = Total number of respondents

Arithmetic Mean.

( ∑ fx )
x́=
N

Where:
x́ = Arithmetic Mean

N = Total Number of Respondents

19
x = Weighted in Parts

Pearson Product-Moment Correlation Coefficient(r)

Formula:

n ∑ xy −∑ x ∑ y
r xy =
2 2
√[ n (∑ x )−(∑ x ) ][ n (∑ y )−(∑ y ) ]
2 2

Where:

r xy = Correlation between x and y

∑x = sum of the variable x

∑y = sum of the variable y

∑ xy = sum of the product of x and y

n = number of cases

∑ x2 = sum of squared x scores

∑ y2 = sum of squared y scores

Analysis of Variance (One-way Anova)

2
2 (∑ x )
SST =∑ x −¿ ¿
N

2
t 12 t 22 t k2 ( ∑ x )
SSB= ( + +…+
n1 n2 nk
−
N )
SSW =SST −SSB

SSB 20
MSB=
k−1

SSW
MSW =
N −k

variance between samples MSB

F= =
variance wit h∈samples MSW
 21

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the answer to the research

questions with their analysis and interpretation.

Table 1. Correctness of Grammar

Table 1 shows the mean perceptions on the extent of

correctness of grammar shown by the students-respondents.

It can be noted that item number 5 (Rank 1) which states

that no complex grammatical structures such as passive,

conditional or reported speech obtained the highest mean score of

2.83, described as moderate extent while item number 2 (Rank 10)

which states that inaccurate use of pronoun and adjective

obtained the lowest mean score of 2.07, described as low extent.

The overall mean score of 2.37 indicated that possible error in

grammar in English Speaking was manifested as low extent among

the students-respondents.

The results imply that the students-respondents shows

slight error in correctness of grammar in English Speaking.

Although, English may seem to be a difficult subject, the

student-respondents do not exhibit so much error in English

grammar.
 22

Table 1

Mean Perception in terms of Correctness of Grammar

Correctness of Grammar Mean Rank Verbal

Interpretation
1. Incorrect use of subject Low Extent

verb agreement. 2.23 8

2. Inaccurate use of pronoun Low Extent

and adjective. 2.07 10

3. Incorrect use of articles Low Extent

and prepositions. 2.49 4

4. Irregular plural nouns are Low Extent

used incorrectly. 2.52 3

5. No complex grammatical Low Extent

structures such as

passive, conditional or

reported speech. 2.56 2

6. Relative clauses are used Low Extent

incorreclty. 2.29 5.5

7. Incorrect use of irregular Low Extent

verbs. 2.17 9
8. Improper order of words. 2.83 1 Moderate Extent
9. Inaccurate use of great verb Low Extent

tenses. 2.24 7
10. Inappropriate adverbs are Low Extent

used for the different

verb tenses. 2.29 5.5

Overall Mean 2.37 Low Extent
23
Table 2. Appropriateness of Idea

Table 2 indicates the mean perceptions on the extent of

appropriateness of idea in English Speaking shown by the student-

respondents.

Result showed that item number 4 (Rank 1) which states

that idea presented do not address the central thought of the

topic got the highest mean score of 3.26, described as moderate

extent. However, item number 9 (Rank 10) which states that the

idea of the statements is incorrect and unsupported therefore got

the lowest mean of 2.11 described as low extent. The overall mean

score of 2.72 showed that the appropriateness of idea manifested

by the student-respondents was described as moderate extent.

The results tend to show that the student-respondents

are not generally confronted with the mistakes in appropriateness

of idea when speaking.

24

Table 2

Mean Perception in terms of Appropriateness of Idea

 Appropriateness of Idea Mean Rank Verbal

Interpretation
1. Cite inaccurate analysis of Low Extent

idea. 2.48 8
2. Doesn’t show full Moderate Extent

comprehension of complex

ideas. 2.76 4
3. Do not present clear idea Moderate Extent

to an inquiry. 3.25 2
4. Do not address the central Moderate Extent

thought of the topic. 3.26 1

5. Purpose is not maintained Moderate Extent

throughout. 2.83 3
6. Do not demonstrate Moderate Extent

understanding of the concept

presented. 2.71 5
Moderate Extent
7. Do not address the issues

raised. 2.70 6
8. Minimal idea development, Low Extent

limited or unrelated details. 2.43 9

9. Statements are incorrect and Low Extent

unsupported. 2.11 10
10. Content is generally Moderate Extent

confusing. 2.63 7
Overall Mean 25 2.72 Moderate Extent

Table 3. Right Sentence Construction

The mean perception on the extent of right sentence

construction of speech shown by the student-respondents is

reflected in Table 3.
 Data revealed that item number 7 (Rank 1) which states

that no clear structure or conclusion is rated the highest mean

score of 2.25 described as low extent. On the other hand, item

number 1 (Rank 10) which states that sentence fragments are not

properly used therefore got the lowest mean score of 1.35

described as very low extent. The overall mean score was 1.70

which indicated that the student-respondents have a very low

extent in committing error in terms of right sentence

construction when speaking.

The results imply that error in constructing sentences

when speaking among the student-respondents is not generally

manifested.

26

Table 3

Mean Perception in terms of Right Sentence Construction

Right Sentence Construction Mean Rank Verbal

Interpretation
1. Sentence fragments are not Very Low Extent

properly used. 1.35 10

2. Sentences do not have a proper Very Low Extent

word order. 1.74 3

3. Vocabulary words are used 1.61 7 Very Low Extent
incorrectly.
4. Sentences are monotonous. 1.62 6 Very Low Extent
5. Most sentences have to be Very Low Extent

reconstructed. 1.57 8
6. Do not use vivid words and Very Low Extent

phrases. 1.52 9
7. No clear structure or conclusion. 2.25 1 Low Extent
8. Sentences sound akward and Very Low Extent

distractingly repetitive. 1.68 5

[Link] discernible pattern of Very Low Extent

organization. 1.70 4
10. Insufficient, vague or Low Extent

undeveloped sentences. 1.98 2

Overall Mean 1.70 Very Low Extent

27

Table 4. Confidence in Expressing Idea

The mean perception on the extent of confidence in

expressing idea shown by the student-respondents is shown in

Table 4.

It can be noted that item number 8 (Rank 1) which states

that the feeling of inability to express personal feelings and

ideas obtained the highest mean score of 3.08, described as

moderate extent while item number 7 (Rank 10) which states that

students feel they will not do well regardless of your very best

efforts therefore obtained the lowest mean score of 2.41

described as low extent. The overall mean score of 2.70 indicated

that confidence in expressing idea when speaking was manifested

to a moderate extent among the student-respondents.

 The results tend to show that the student-respondents

are not generally confident when expressing their ideas.

Table 4

Mean Perception in terms of Confidence in Expressing Idea

Confidence in Expressing Idea Mean Rank Verbal

Interpretation
1. Tone do not demonstrates Moderate Extent

strong sense of audience

awareness. 2.76 4
2. Personal voice is not evident. 2.83 2 Moderate Extent
3. Employs guessing when Moderate Extent

speaking. 2.74 6
4. Feels inability to take 28 Moderate Extent

decisions for oneself. 2.60 7

5. Shows defensive postures like Low Extent

folding hands accompanied by

crossing legs. 2.50 9

6. Assumes others are better than Low Extent

yourself. 2.55 8
7. Feels you will not do well Low Extent

regardless of your very best

efforts. 2.41 10
[Link] inability to express Moderate Extent

personal feelings and ideas. 3.08 1

9. Feels easily distracted when Moderate Extent

speaking. 2.75 5
10. Experiences difficulties to Moderate Extent

follow instructions. 2.78 3

Overall Mean 2.70 Moderate Extent
 29

Time Spend in English Speaking of the Student-Respondents

Table 5 presents the frequency and percentage

distribution of respondents’ number of hours spend in English

Speaking per day.

As shown, there were 4 or 13.33 percent of the student-

respondents who speak 5 hours and above per day. There were 7 or

23.33 percent who speak English for around 2 to 4 hours per day.

There were 19 or 63.33 percent who speak English for about an

hour.

Table 5. Frequency and Percentage Distribution of Respondents’

Time Spend in Speaking (in hour/day).

Time Spend in Speaking Frequency %

(in hour/day)
5 and above 4 13.33

2-4 7 23.33

0-1 19 63.33

TOTAL 30 100
Table 6. Relationship between Time Spend in English Speaking of

the Student-Respondents and their level of English Speaking

Skills.

30

Table 6 shows the correlation of the time spend in English

Speaking and the level of English Speaking skills of the student-

respondents.

As shown, the extent of English Speaking Skills was not

significantly related to the number of hours spent in English

Speaking of the student-respondents as measured in terms of

correctness of grammar, appropriateness of idea, right sentence

construction and confidence in expressing ideas as indicated by

the computed r-values of 0.18, 0.56, 0.08, and 0.18 which were

greater than the critical value of at 0.05 level of significance.

The findings imply that time spend in speaking may affects

the level of English Speaking skills of the student-respondents.

Table 6 Correlation of the time spend in English Speaking and the

Level of English Speaking Skills of the student-respondent.

Dependent Variable
Independent
Time Spend in English Speaking
Variable
Computed r- Critical r- Result

value value at ∝

=0.05
Correctness in 0.56 0.073 Not

Grammar Significant
 Appropriateness 0.08 0.073 Not

of Idea Significant
Right Sentence 0.18 0.073 Not
31
Construction Significant
Confidence in 0.18 0.073 Not

Expressing Idea Significant

7. Difference on the Extent of English Speaking Skills of the

Student-Respondents

The ANOVA table on the difference in the extent of English

Speaking skills of the student-respondents is presented in table

[Link] can be noted that there was a significant difference in the

extent of English Speaking skills of the student-respondents when

grouped according to correctness of grammar, appropriateness of

idea, right sentence construction and confidence in expressing

idea as indicated by the computed f-value of 17643.27 which

exceed the critical value of 4.41 using df(1,18) at ∝=0.05.

The finding implies that student-respondents have

experienced similarities in their manifestations of English

Speaking Skills which may be attributed to their surroundings or

environment inside the classroom where most of them have shown

common behavior towards English Speaking and that time spend in

speaking does not affect them much.

ANOVA
Table 7 ANOVA table on the difference in the extent of English
32
Speaking skills of student-respondents
ANOVA
Source of Variation SS Df MS F F crit Result
Between Groups 32997.92 1 32997.92 17643.27 4.413873 Significant
Within Groups 33.66509 18 1.870283    
           
Total 33031.58 19      

8. Difference in the Extent of English Speaking skills of the

Student-Respondents when Grouped According to Sections

8.1 Correctness of Grammar

The ANOVA table on the difference in the extent of Level

of English Speaking Skills in terms of correctness of grammar of

the student-respondents among grade 8 students is presented in

table 8.1.

There was a significant difference on the extent of

English Speaking Skills in terms of correctness of grammar of the

student-respondents as indicated in the computed F-value of

17469.52 which was greater than the critical F-value of 4.41

using df(1,18) at 0.05 significant level.

33

The findings imply that student-respondents

significantly differ in terms of correctness of grammar which

could be attributed to their varying nature of learning.

 Table 8.1 ANOVA table on the difference in the extent of

correctness of grammar shown by the student-respondents.

ANOVA
Source of Variation SS Df MS F F crit Result
Between Groups 32999.75 1 32999.75 17469.52 4.413873 Significant
Within Groups 34.00182 18 1.88899    
           
Total 33033.75 19      

8.2 Appropriateness of idea

The ANOVA table on the difference in the extent of

appropriateness of idea as shown by the student-respondents is

presented in table 8.2

As shown, the computed F-value of 17003.17 was greater

than the critical F-value of 4.41 with df(1,18) using 0.05 level

of significance. Thus, null hypothesis was rejected. There was a

significant difference in the extent of appropriateness of idea

shown by the student-respondents among the selected sections.

The finding implies 34

that the student-respondents have

different manifestations in terms of appropriateness of idea

toward English Speaking. This means that the student-respondents’

ideas are varied and thus, inability to connect related thoughts

keep them from constructive ideas.

Table 8.2 ANOVA table on the difference in the extent of

appropriateness of idea shown by the student-respondents among

grade 8 students.

ANOVA
 Source of Variation SS Df MS F F crit Result
Between Groups 32718.76 1 32718.76 17003.17 4.413873 Significant
Within Groups 34.63693 18 1.924274    
           
Total 32753.4 19      

8.3 Right Sentence Construction

Table 8.3 presents the ANOVA table on the difference in

the extent of right sentence construction shown by the student-

respondents.

There was a significant difference in the extent of

right sentence construction shown by the student-respondents as

indicated by the computed F-value

34 of17703.22 which is greater

than the critical F-vale of 4.41 using df(1,18) at 0.05 level of

significance.
35
The result implies that student-respondents have

demonstrated varying manifestations of right sentence

construction.

Table 8.3 ANOVA table on the difference in the extent of right

sentence construction shown by the student-respondents.

ANOVA
Source of Result

Variation SS Df MS F F crit
Between Groups 33543.78 1 33543.78 17703.22 4.413873 Significant
Within Groups 34.10612 18 1.894784    
           
Total 33577.88 19      

8.4 Confidence in Expressing Idea

 The ANOVA table on the difference in the extent of

confidence in expressing ideas shown by the student-respondents

is presented in table 8.4

There was a significant difference in the extent of

confidence in expressing ideas shown by the student-respondents

among the selected sections as indicated by the computed F-value

of 17395.67 which was greater

35 than the critical F-value of 4.41

using df(1,18) at 0.05 level of significance.

The result suggests that the student-respondents have

different manifestations of English Speaking in terms of

confidence in expressing ideas.

36 This may be so because the

students have their own individual ways to approach English to

such extent that speaking English language becomes extra

ordinarily difficult to some but accessible to others.

ANOVA
Source of Variation SS Df MS F F crit Result
Between Groups 32732.75 1 32732.75 17395.67 4.413873 Significant
Within Groups 33.8699 18 1.881661    
           
Total 32766.62 19      
Table 8.4 ANOVA table on the difference in the extent of

confidence in expressing idea shown by the student-respondents.

 37

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings,

conclusions and recommendations of the study.

Summary of Findings

The salient findings of the study are summarized as

follows:

I. Extent of English Speaking Skills of the Student-

Respondents in terms of:

1. Correctness of Grammar

Item number 5 (Rank 1) which states that no complex

grammatical structures such as passive, conditional or

reported speech. obtained the highest mean score of

2.83, described as moderate extent while item number 2

(Rank 10) which states that inaccurate use of pronoun

and adjective obtained the lowest mean score of 2.07,

 described as low extent. The overall mean score of 2.37

indicated that correctness of grammar in English

Speaking was manifested as low extent among the

students-respondents.

2. Appropriateness of Idea

Item number 4 (Rank 1) which states that idea presented

do not address the central thought of the topic got the

highest mean score of 3.26, described as moderate

38
extent. However, item number 9 (Rank 10) which states

that the idea of the statements is incorrect and

unsupported therefore got the lowest mean of 2.11

described as low extent. The overall mean score of 2.72

showed that the appropriateness of idea manifested by

the student-respondents was described as moderate

extent.

3. Right Sentence Construction

Item number 7 (Rank 1) which states that no clear

structure or conclusions is rated the highest mean

score of 2.25 described as low extent. On the other

hand, item number 1 (Rank 10) which states that

sentence fragments are not properly used therefore got

the lowest mean score of 1.35 described as very low

extent. The overall mean score was 1.70 which indicated

that the student-respondents have a very low extent in

committing error in terms of right sentence

construction when speaking.

 4. Confidence in Expressing Idea

It can be noted that item number 8 (Rank 1) which

states that the feeling of inability to express

personal feelings and ideas obtained the highest mean

score of 3.08, described as moderate extent while item

number 7 (Rank 10) which states that students feel they

39
will not do well regardless of your very best efforts

therefore obtained the lowest mean score of 2.41

described as low extent. The overall mean score of 2.70

indicated that confidence in expressing idea when

speaking was manifested to a moderate extent among the

student-respondents.

II. Time Spend in English Speaking of the Student-Respondents

As shown, there were 5 or 15.625 percent of the student-

respondents who speak 5 hours and above per day. There

were 8 or 25 percent who speak English for around 2 to 4

hours per day. There were 19 or 59.375 percent who speak

English for an hour or less.

III. Correctness of Grammar

There was a significant difference on the extent of

English Speaking Skills in terms of correctness of

grammar of the student-respondents as indicated in the

computed F-value of 17469.52 which was greater than the

 critical F-value of 4.41 using df(1,18) at 0.05

significant level.

IV. Appropriateness of Idea

As shown, the computed F-value of 17003.17 was greater

than the critical F-value of 4.41 with df(1,18) using

0.05 level of significance. Thus, null hypothesis was

rejected. There was a significant difference in the

extent of appropriateness of idea shown by the student-

40
respondents among the selected sections.

V. Right Sentence Construction

There was a significant difference in the extent of

passive behavior shown by the student-respondents among

the selected section as indicated by the computed F-value

of17703.22 which is greater than the critical F-vale of

4.41 using df(1,18) at 0.05 level of significance.

VI. Confidence in Expressing Idea

There was a significant difference in the extent of

confidence in expressing ideas shown by the student-

respondents among the selected sections as indicated by

the computed F-value of 17395.67 which was greater than

the critical F-value of 4.41 using df(1,18) at 0.05 level

of significance.
 41

Conclusion

From the summarized findings , the following conclusions were drawn:

1. Based on the findings, the researcher therefore concludes that

most of the respondents speak English for about an hour per

day.

2. The assessment on the level of student-respondent speaking

skills has shown that students should improve their speaking

skills of the English language in terms of appropriateness of

the idea. On the other hand, findings of the study revealed

that students have possessed improved speaking skills in terms

of right sentence construction.

3. Indicators for correctness of the grammar and confidence in

expressing one’s idea were at an average level.

4. Different challenges were encountered by the respondents in

terms of speaking the English language. Such challenges were

students failed to address their central thoughts based on a

specific or given topic, poor presentation of clear idea to an

inquiry and inconsistency of thought during self-expression.

 5. Based on the statistical results, there is no significant

difference among indicators on the time respondents spent in

speaking.

6. However, there is a significant difference among indicators on

the level of speaking skills of the respondents. In the end,

it was also proven that there is a significant relationship

between time spent and the level of the speaking skills of

Grade 8 students in Grace Mission College.

7. To sum up, the time spent in speaking the English language as

42
well as the level of speaking skills of the students greatly

influence the competence and competitiveness of a learner to

express himself using the English language.

Recommendation:

From the presented conclusions, the following recommendations

were hereby directed and forwarded:

1. The researcher recommends to reduce TST (Teacher Speaking Time)

and increase SST (Students Speaking Time) in the classroom. The

students must at least spend 1-2 hours in speaking English

language in every lesson and spend more than 5 hours in a day.

2. English teachers should provide lots of activities which will

enhance appropriateness of idea like open forum, debate and some

English speaking exercises .

3. The students must engage themselves in any school activities like

trainings, seminars and workshops align to their major to develop

and increase their speaking abilities and skills.

 4. The researcher recommends, that school have an English Speaking

Club in which help the students to prepare , to learn and to

have strong and courage to face the different challenges in

terms of speaking English.

5. The researcher recommends to have or to celebrate an English

Speaking Festival that provide activities which will enhance the
consistency of one’s thought such as role playing, theater
acting, variety talk shows, creative monologue.

43
BIBLIOGRAPHY

References

[Link]

pinoys-english-proficiency-declines-sharply/656784/

[Link]

doi=[Link].1334&rep=rep1&type=pdf

[Link]

[Link]

[Link]

[Link]

[Link]

rs_to_Improve_Speaking_Skills_through_Games_in_a_Colombian_Public_Scho

ol

[Link]

we-be-concerned-2?

fbclid=IwAR3eRZOZiAJI2Btoiw5U7rbkdDN07iFknYtThaDJWtAuySS5Kmb5beeZmgE
[Link]

llege_studes_not_proficient_english_On_the_decline_of_English_proficie

ncy

[Link]

[Link]

f3PZRa_rLnaaBI2gCpUVdZ-TXm5tkff_0-_Q8ow8

[Link]

[Link]

46
[Link]

[Link]
f

[Link]

E%20(1).pdf
 47

Appendix A

Letter of Approval to the Principal

Grace Mission College

Catiningan, Socorro , Oriental Mindoro

September 11, 2020

CHETH S. SANTIAGO

School Principal

Grace Mission College

Catiningan, Socorro , Oriental Mindoro

Dear Sir:

Greetings of Peace:

In fulfillment of the requirements for Bachelor of Secondary

Education Major in English , may we request to your good office to

allow us to conduct my study through the distribution of

questionnaires to the Grade 8 students of Grace Mission College . This

is in connection with the completion of action research entitled

“TIME SPEND IN SPEAKING AND THE LEVEL OF SPEAKING SKILLS OF GRADE 8

STUDENTS OF GRACE MISSION COLLEGE , S.Y. 2019-2020

Rest assured that every data which will be gathered will be taken

confidentially by the researcher.

We are hoping for your favorable response in this matter.

Thank you very much.

48
Respectfully yours,

JOANNE L. ICO

( Researcher)

Noted:

CECILIA G. SALAZAR

College Instructor

Approved:

CHETH S. SANTIAGO

School Principal
 49

Appendix B

Cover Letter of the Research Questionnaire

GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

Dear Respondent:

The undersigned is currently working on their research entitled

“ TIME SPEND IN SPEAKING AND THE LEVEL OF SPEAKING SKILLS OF GRADE 8

STUDENTS OF GRACE MISSION COLLEGE “ as partial fulfillment of the

requirements in their research subject.

The main objective of this research is to to determine the time spent

in speaking and the level of speaking skills of Grade 8 students in

the said school.

In line with this , I would like to earnestly request you to answer

the attached questionnaire with care .

Rest assured that the information that will be gathered will be

treated confidentially .

Thank you very much.

Very truly yours,

JOANNE L. ICO

Researcher

50

Appendix C

The Research Instrument

“ TIME SPEND IN SPEAKING AND THE LEVEL OF SPEAKING SKILLS OF GRADE 8

STUDENTS IN GRACE MISSION COLLEGE ; A.Y. 2019-2020

CHECKLIST/SURVEY FORM
Self- Made Questionnaire on Measuring the Level of English
Speaking Skills of Grade 8 students at Grace Mission College
Inc., A.Y. 2019-2020
Name:_______________________________________
(optional)
PART I. How much time do you spend speaking English in class?
___0-1 hour/day
___2-4 hours/day
___5 hours and above/per day
PART II. Student-related Factors
Directions: Please check (√) and rate the respondent based on
the extent he/she perform given the statements using the
following scales.
5 – Very High Extent; 4 – High Extent; 3 – Moderate Extent;
2 - Low Extent; 1 – Very Low Extent

Correctness of Grammar 5 4 3 2 1
1. Incorrect use of subject verb
agreement.
2. Inaccurate use of pronoun and
adjective.
3. Incorrect use of articles and
prepositions.
4. Irregular plural nouns are used not
correctly.
5. No complex grammatical structures such
as passive, conditional or reported
speech.
6. Relative clauses are used incorrectly.
7. Incorrect use of irregular verbs.
8. Improper order of words.
9. Inaccurate use of great variety of verb
tenses. 51
10. Inappropriate adverbs are used for the
different verb tenses.

Appropriateness of Idea 5 4 3 2 1
1. Cite inaccurate analysis of idea.
2. Doesn’t show full comprehension of
complex ideas.
3. Do not present clear idea to an
inquiry.
4. Do not address the central thought of
the topic.
5. Purpose is not maintained throughout.
6. Do not demonstrate understanding of the
concept presented.

7. Do not address the issues raised.

8. Minimal idea development, limited or
unrelated details.
9. Statements are incorrect and
unsupported.
10. Content is generally confusing.
Right Sentence Construction 5 4 3 2 1
1. Sentence fragments are not properly
used.
2. Sentences do not have a proper word
order.
3. Vocabulary words are used incorrectly.
4. Sentences are monotonous.
5. Most sentences have to be
reconstructed.
6. Do not use vivid words and phrases.
7. No clear structure or conclusion.
8. Sentences sound akward and
distractingly repetitive.
[Link] discernible pattern of organization.
10. Insufficient, vague or undeveloped
sentences.
Confidence in Expressing Idea 5 4 3 2 1
1. Tone do not demonstrates strong sense
of audience awareness.
2. Personal voice is not evident.
3. Employs guessing when speaking.
4. Feels inability to take decisions for
oneself.
5. Shows defensive postures like folding
hands accompanied by crossing legs.
6. Assumes others are better than
yourself.
7. Feels you will not do well regardless
of the very best efforts. 52
8. Feels inability to express personal
feelings and ideas.
9. Feels easily distracted when speaking.
10. Experiences difficulties to follow
instructions.
 53

Curriculum Vitae

[Link] DATA

Name: Joanne l. Ico

Address: Bagsok, Socorro, Oriental Mindoro

Date of Birth: September 11, 1997

Place of Birth: Bagongpook, Lipa City Batangas

Religion: Catholic

Civil Status: Married

Father’s Name: Felipe Ico

Mother’s Name: Merlina Ico

II. EDUCATIONAL ATTAINMENT

Elementary: Hangga Elementary School

Hagonoy, Bulacan

2008-2009
Secondary: San Pedro High School

Hagonoy, Bulacan

2014-2015

College: Bachelor of Secondary Education

Major in English

Grace Mission College

Catiningan , Socorro Oriental Mindoro

54