THESIS

Sto.
Niño Formation and Science School – Night Class

FACTORS AFFECTING THE PUBLIC SPEAKING SKILLS
OF GRADE 11 STUDENTS
A Thesis Presented to the:

The Faculty of Senior High School - Night Class
STO. NIÑO FORMATION AND SCIENCE SCHOOL
SAN ROQUE, ROSARIO, BATANGAS
A Partial Fulfillment for

The Requirements in
Research in Daily Life 2
HUMANITIES AND SOCIAL SCIENCES
by:
Bagting, Alliah
Caguimbal, Orcy A.
Gutierrez, John Harli G.
Zara, Jimuel M.
April 2023
Sto. Niño Formation and Science School – Night Class ii
Approval Sheet
This thesis entitled “FACTORS AFFECTING THE PUBLIC SPEAKING

SKILLS OF GRADE 11 STUDENTS” which has been prepared and submitted
by Alliah Bagting, Orcy A. Caguimbal, John Harli G. Gutierrez and Jimuel M. Zara
in partial fulfillment of the requirements for the Research in Daily Life 2 has
been examined and recommended for Oral Examination.
Clarisa A. Mangundayao
Research Adviser
Approved by the committee on the Oral Examination with a grade of

__________.
Panel of Examiners
Krisell R. Gamboa John Kevin L. Espiritu, LPT
Mary Jane M. Tobeo, LPT Annaliza D. Aranda, LPT, MAEd
Accepted and approved as partial fulfillment for RESEARCH IN DAILY LIFE

2.
APRIL 15, 2023 Janette M. Orola, LPT, MAEd

DATE PRINCIPAL
Sto. Niño Formation and Science School – Night Class iii
THESIS ABSTRACT
TITLE: FACTORS AFFECTING THE PUBLIC SPEAKING
SKILLS OF GRADE 11 STUDENTS
AUTHOR: Alliah Bagting
Orcy A. Caguimbal
John Harli G. Gutierrez
Jimuel M. Zara
NO. OF PAGES: 74
STRAND: Humanities and Social Sciences
TYPE OF DOCUMENT: Unpublished Thesis
INSTITUTION: Sto. Niño Formation and Science School
ADDRESS: San Roque, Rosario, Batangas
RESEARCH ADVISER: Clarisa A. Mangundayao
________________________________________________________
SUMMARY
This study entitled “Factors Affecting the Public Speaking Skills of Grade
11 Students”.
The purpose of this study was to determine the factors affecting their
public speaking terms of verbal communication, intrapersonal, and interpersonal
skills. Specifically to determine the problems encountered by the respondents
and propose an action plan to enhance their performance in Sto. Niño Formation
and Science School.
The descriptive method of research was used in this study and a
researcher-made questionnaires was employed as the data gathering instrument
because it clearly supplied the necessary information about the research
problem.
The respondents of the study were 80 Grade 11 STEM, ABM and
HUMSS students, 28 males and 52females.
To interpret the data, the researchers employed percentage, ranking,
frequency, and weighted mean as a statistical tools.
Findings
The following were the findings of the study:
1. Profile of the respondents in terms of:

Sto. Niño Formation and Science School – Night Class iv
1.1 Age. The study found out that the respondents’ profile in terms of
age was comprised by the age of 15-16 years old that garnered the frequency of
52 or 65% first on ranking. Second in the ranking is the age of 17-18 years old
with the frequency of 27 or 34%. And lastly, third on ranking, the respondents
who have the age of 19-above years old garnered a frequency of 1 or 1%.
Therefore, this implies that most of the respondents range from 15-16 years old.
1.2 Sex. It was revealed that the respondents’ profile in terms of sex was
diminished by male which has the frequency of 28 or 35% compared to female
respondents which comprised most of the Grade 11 students with a frequency of
52 and percentage of 65%.
1.3 Strand. The study revealed that the respondents’ profile in terms of
strand was comprised by the strand of HUMSS which has a frequency of 42 and
a percentage of 53. It was followed by STEM students who have the frequency
of 22 and a percentage of 28. Last on the rank, ABM strand with the frequency
of 16 and 20 as a percentage. This means that most of the respondents came
from the strand of HUMSS.
2. Factors Affecting the Public Speaking Skills.
2.1 Verbal Communication Skills. The idea that verbal

communication can contribute to one’s talking skills in Public Speaking ranked
first with a weighted mean of 4.10 and verbal interpretation of strongly agree
while one’s ability to make an eye contact can affect his/her insight in enhancing
Public Speaking ranked last with a weighted mean of 3.13 and a verbal
interpretation of agree.
2.2 Intrapersonal Skills. The top contributing element is that Public

Speaking will help an individual to be an open-minded with a weighted mean of
4.40 and verbal interpretation of strongly agree. The least contributing element
is that Public Speaking will help an individual to have self-esteem with a
weighted mean of 3.19 and agree as the verbal interpretation.
Sto. Niño Formation and Science School – Night Class
v
2.3 Interpersonal Skills. The top manifested contributing element is

that one can be a good listener because it will help him\her boost his\her social
skills in showing the capabilities in communicating which has a weighted mean of
4.44 and strongly agree as the verbal interpretation. The least manifested
contributing element is that one can be adaptive in Public Speaking because it
can widen his/her confidence with a weighted mean of 3.79 and verbal
3. Using the p-value to compute the relationship between the factors

affecting public speaking skills and the profile of the respondents the result is
0.184161. That means, there is no significant relationship between the factors
affecting public speaking skills and the profile of the respondents.
vi
ACKNOWLEDGEMENT
The researchers would like to express their deepest gratitude to the

people who become part of this work, for their support and guidance as well as
to their concern to finish this study.
To Ms. Clarisa A. Mangundayao, the researchers’ research adviser, for

giving the researchers moral support and letting them be motivated to conduct
this work, for guiding them for their actions for the realization of the study.
To the faculty members of Senior High School Department-Night Class for

assisting the researchers for what they wanted to conduct, and for helping them
to find the statistician and grammarian to this study.
To the researchers’ families and friends for their continued support and
prayers, unfailing love, concern, understanding, and willingness to give help.
To all named and unnamed, sincerest gratitude and appreciation are

extended.
And most especially to our almighty God, who’s always guiding the
researchers in everything that they are doing to finish this study.
vii
DEDICATION
This humble work is wholeheartedly dedicated to:

Our trusted friends, classmates and colleagues
for their unending support;,
Our dearest families
for financial and moral support;
which strengthened us in our lowest moments
while completing this study
and most of all
to Almighty God
for giving us wisdom, courage and strength
to complete this study.
Alliah
Ocry
Harli
Jimuel
viii
TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………………………….…………. i
APPROVAL SHEET …………………………………………………………………………….. ii
EXECUTIVE SUMMARY ………………………………………………………………………. Iii
ACKNOWLEDGEMENT ……………………………………………………………………….. vi
DEDICATION ……………………………………………………………………………………. vii
TABLE OF CONTENTS ……………………………………………………………………….. viii
LIST OF TABLES ……………………………………………………………………………….. x
LIST OF FIGURES ……………………………………………………………………………… xi
CHAPTER
I. THE PROBLEM
Introduction ……………………………………………………………………………………… 1
Statement of the Problem ………………………………………………………………….. 4
Hypothesis ………………………………………………………………………………………... 4
Conceptual Framework .…………………………………………………………………….. 5
Scope, Limitations and Delimitation of the Study…………………………….…….. 6
Significance of the Study …………………………………………………………….……… 7
Definition of Terms…………………………………………………………………………….. 8
II. REVIEW OF LITERATURE
Conceptual Literature ………………………………………………………………………… 9
Related Studies ………………………………………………………………………………… 15
Synthesis …………………………………………………………………………………………. 24
III. RESEARCH METHODOLOGY
Research Design ………………………………………………………………………………… 25
Subjects of the Study ………………………………………………………………………… 26
Data Gathering Instrument …………………………………………………………………. 26
Data Gathering Procedure …………………………………………………………………… 28
Statistical Treatment …………………………………………………………………………… 29
ix
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Rationale ………………………………..………………………………………………………… 38
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary ……………………………………………..…..……………………………………… 40
Findings ……………………………………………...…………….…………………………….. 41
Conclusions ……………………………………….…………………..…….…………………… 42
Recommendations ………………………………..…….…………………………….………. 43
REFERENCES…..……………………………………………………………….. 44
APPENDICES
a. Letter to the research adviser……………………………………………………. 51
b. Letter to request to conduct research…………………………………………. 52
c. Certificate from the grammarian………………………………………………… 53
d. Certificate from the statistician……….………………………………………….. 54
e. Letter to the respondents…………….……………………………………………. 55
f. Questionnaires…………………………………………………………………………. 56
CURRICULUM VITAE………………………………………………………….. 59
LIST OF TABLES
Table Title Page
1.1 Table of the respondents……………………………………………………………… 30

1.2 Age of the respondents………………………………………………………………… 30
1.3 Sex of the respondents………………………………………………………………… 31
1.4 Strand of the respondents……………………………………………………………. 31
2.1 Weighted mean distribution of the respondents
in terms of verbal communication skills…………………………………….………… 32
in terms of intrapersonal skills…………………………………………………………… 34
in terms of interpersonal skills…………………………………………………………… 36
xi
LIST OF FIGURES
Figure no. Title Page
1. Conceptual framework………………………………………………… 4
2. Proposed programs of activities to
Determine the Factors that Affect the
Public Speaking Skills of Grade 11 Students…………………. 39
Chapter I
THE PROBLEM
Introduction
Public speaking dates back centuries yet remain one of the most important
skills we can acquire in modern times. In today’s world, some of us are afraid of
facing other people in terms of giving our speech or introducing ourselves. Public
speaking is the procedure of publishing information to the audience for the
speaker to easily explain what they want people to know. It aids us to have good
communication skills that we can use in the future. P
A way to be a good speaker is first to be a good follower and be a good
leader. As what Tom Peters said, Leader’s don’t create followers, they create
more leaders. If you can listen with others and you give them the authority that
they are being recognized and being listened to, so as you listen, they will do the
same as you speak. Public speaking is the art of effectively communicating
verbally with a huge audience. It involves delivering information to a huge
crowd, that the message that is being delivered must be clear and meaningful to
engage the audience. The word public means those we don’t know will witness
us speaking in front of a large crowd. The act of speaking directly to a live
audience has historically been referred to as public speaking, often known as
oratory or oration.
Based on the reasons related to the background, the researcher desires to
restrict or recognize the problem. According to (Mathieu, 2015), in giving a
presentation in front of the audience, are not only characterized by decisive
arguments or a well structure train of thoughts, but also by the nonverbal
characteristics of the presenter’s performance such as Eye contact, Body posture,
Flow of speech, Gesture usage, Intonation and Confidence.
Today, it refers to all forms of public speaking, including pre-recorded
speeches transmitted across long distances via technology. Public speaking is the
term used to describe speaking in front of a live or recorded audience. You will
speak, so you must be able to interact with the audience effectively. We all know
that not everyone is comfortable speaking in front of a huge crowd and
overcoming their fear or hesitation, but we must still speak up and be able to
show our own thoughts for the reason that it is for our own advantage that
might aid us to discover and get more recent information. Public speaking
typically occurs in settings such as classrooms, workplaces, and in our daily life.
The benefits of learning how to communicate with an audience include improved
verbal and nonverbal communication abilities as well as critical thinking.
The capacity to speak in front of an audience gives one bravery,
confidence, and the ability to communicate clearly. Casual talk with a stranger is
another circumstance that highlights the significance of public speaking abilities.
Humans are social beings, and all forms of interpersonal relationships are very
significant to us. Our lives are made simpler and more fulfilling when we
establish and maintain friendships, families, and have love connections. The best
and most appropriate manner to express oneself will be possible for a skilled
speaker.
Public speaking may be the most intimidating thing since the speaker
must stand up in front of a huge crowd, but it also has many advantages like
boosting one’s self-confidence and developing one’s critical thinking skills. It can
also help the speaker develop their critical thinking skills, as well as their
personal and professional skills. It has the power to affect the world and alter
people’s perspectives. Speaking in front of an audience might boost our
confidence and aid us to be able to showcase our own talent and abilities.
Studies have shown that most people prefer to listen rather than speak.
However, despite this, many people are unaware of how public speaking boosts
their self-esteem and stage fright that are the main causes of hesitation. But this
subject had been covered by every public speaker. The main causes of fear are
speakers’ anxieties of being judged, of failing, and of being rejected, therefore
public speakers need to know how to effectively deal with fear if they want to
3
seem more confident.
To sum up, practically every day, people encounter circumstances that call
for public speaking. Even although the audience size may range from one to
hundreds or thousands of individuals, the value of professional and effective
information delivery is always significant. A speaker can present themselves and
the required information in the best ways by having a thorough understanding of
both the theoretical and practical aspects of public speaking. This will help the
speaker feel comfortable and confident.
Furthermore, the significance of this study was to unleash the students’

public speaking skills and help them grow to become more confident in speaking.
Statement of the Problem

This study aims to assess the Public Speaking Skills of Grade 11 students.
Specifically, this study sought to answer the following questions:
1. What is the profile of the respondent in terms of;
1.1 Age;
1.2 Sex; and
1.3 Strand
2. How do the following communication skills affect the public speaking skills
of Grade 11 students, in terms of:
2.1 Verbal Communication Skills;
2.2 Intrapersonal Skills; and
2.3 Interpersonal Skills
3. Is there any significant relationship between the factors affecting public
speaking skills and profile of the respondents?
4. What learning materials may be developed to optimize the public speaking
skills of the students?
Hypothesis
This study tested null hypothesis.
The Grade 11 Senior High School Students Public Speaking Skill has no
significant relationship on the profile of respondents.
Conceptual Framework
4
The conceptual framework gives the viewpoint of the study.
This is constant to the theory that public speaking will help students to
overcome their fear of being in front and giving their speech. This helps the
students to feel more confident at answering questions without any hesitation.
Public speaking may be hard specially in students that feel like being judged but
sometimes facing their fear will make themselves stronger. Confidence makes
life better; this seems to be true. Yes, being confident is the key to be able to
say what students want. It also enabled the students to practice and
furthermore their skills in speaking publicly which will greatly help them in the
future. It also boosts their self-esteem and communication skills.
The conceptual model of this study consists of input, process, and output.
Figure 1 shows the researchers’ paradigm.
Concept Paradigm
INPUT PROCESS OUTPUT
-Profile of the
respondents in
terms of: Age, Sex
and Strand
-How to the Analysis of data
following through:
communication The Art of Public
skills affect in terms -Survey Form Speaking
of: -Questionnaire
Verbal
Communication,
Intraperonal and
Interpersonal Skills
Figure 1
Research Paradigm of Public Speaking Skills of Grade 11 Students
Using the Input, Process, and Output model, it is reflected that one of the
input variables included was the profile of the respondents. The profile included
age, sex, and strand. Another input was how do the following communication
skills affect the public speaking skills of students in terms of verbal
communication, intrapersonal and interpersonal skills. Additional inputs included
the significant relationship between the profile and the public speaking skill of
5
students.
For the Process, the use of a questionnaire as a data-gathering instrument
was utilized. On the other hand, The Output box included The Art of Public
Speaking, a booklet that will aid the students’ skills in terms of speaking which
were based on the results and findings that were captured in Process Phase.
Scope, Limitations and Delimitation of the Study
The study entitled Factors Affecting the Public Speaking Skills of Grade 11
Students, focused on determining the Public Speaking Skills of Grade 11 students
in Sto. Niño Formation and Science School Senior High-Night Class. It identifies
the profile of the respondents in terms of age, sex and strand.
This study also determined how do the following communication skills
affect the public speaking skills of Grade 11 students, in terms of: verbal
communication, intrapersonal and interpersonal skills. The random sampling
technique will be used in choosing the participants of the population of Senior
High School students in the above-mentioned institutions. This study utilized the
descriptive method of research to gather information about the public speaking
skills using a survey questionnaire.

This study was limited to eighty (80) responses of Grade 11 Senior High
students in Sto. Niño Formation and Science School – Night Class Department
School Year 2022-2023.
This study was delimited for the Grade 11 student’s responses to their
public speaking skills. It is also delimited to the availability of the respondents
and the number of questionnaires to be assessed.
Significance of the Study
The aim of this study is to inform students about public speaking. This
study will also have a big impact on teachers, parents, researchers, and future
researchers.
To the Students. Students will get knowledge of public speaking skills
through this study, which will help them understand these effects. Understanding
the factors that affect students to engage and enhance their public speaking
skills will benefit them.
To the Teachers. It is useful for the teachers to improve their teaching

strategy, so that the students can comprehend the materials and get involved in
the teaching and learning process, especially in speaking activities.
To the Parents. They would profit from this study because they would
know the ability of their children to speak effectively in a huge crowd and for
that they would know that their children are capable of publicly speaking and will
boost the confidence of their child.

To the Researchers. It will assist researchers who are now figuring out
the impact of public speaking and being able to aid also their speaking skills.
To the Future Researchers. When drafting a research proposal, they’ll

refer to it as a guide. It will assist future researchers who are interested in
learning more about public speaking skills. It will be a guide for them to use
while creating a research proposal.
Definition of Terms
As words may mean differently in different contexts, the following
definition are given us the words used as intended to be understood for the
purpose of this study.
Intrapersonal Skills. Are what help you manage emotions and cope
with challenges you may face at different times in your life. Similar to emotional
intelligence, intrapersonal skills include Self-confidence. In this study, this refers
to a form of self-talk because it relates to what happens within one’s inner self.
Interpersonal Skills. The behaviors and tactics a person use to interact
with others effectively. In this study, this refers to the characteristics that affect
how we relate to others.
Verbal Communication Skills. It is the ability to transmit ideas from
your brain to either one person or a group of people. In this study, this refers to
the words, whenever we use our words to express ourselves, our feelings, and
our thoughts.
Public Speaking. Also called oration or oratory, it is the process of

communicating information to a live audience. In this study, this refers to oral
communication, intrapersonal and interpersonal skills.
Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature and studies related
to the present undertaking.
Conceptual Literature
(Lloyd-Hugnes, S., 2013) Public speaking is an art rather than a science,
because it is a creative process where a right or wrong answer only exists in
terms of what’s right or wrong for you. In addition, as (German, K. M. et al.,
2016), said in their study, public speaking is a primary mechanism for projecting
yourself into public spaces, for bringing people together, and for getting them to
share perspectives and values so they can recognize who they are and can act
together. This component of orality of direct, in-person, spoken connections
between people is the social imperative. At the heart of community life is
communication, the sending and receiving of messages, through which
community members share resources and determine what actions best serve the
public interest. Consider yourself as a member of an educational community.
Other students in your classes and your university or college are also part of this
community. When the requirements for your education were established, the
voices of faculty members, administrators, business leaders, politicians, parents,
and students all contributed to the discourse and ultimately to the development
of the set of requirements for graduation. As social beings, we engage in
9
communication to enhance our daily lives and resolve our differences.
According to (Riegel, D. G., 2022) Being an exceptional public speaker is
about much more than making an attention-getting introduction, making great
eye contact, and knowing what to do with your hands. It’s about addressing
what your listeners want and need to hear — not what you want to say. To do
this, you need to first find out what’s in the heads and hearts of your audience,
so you can design your presentation to address those topics first and foremost.
Find out in advance what motivates your audience — what gets them out of bed
in the morning, and what keeps them up at night. You’ll need to understand the
depth of knowledge that your audience has on the topic, and how to meet them
where they are. In this article, the author discusses best practices for earning
your audience’s attention and buy-in to deliver an effective speech that’s worthy
of their time.
(Shapira, A., 2018) Public speaking is not about getting up and reading a
script. It’s about looking deep into yourself to ask what you want to say and who
needs to hear it. Then it’s about building your confidence and your skills to speak
with power, ability, and authenticity. Finally, it’s about acting based on your
ideas. Public speaking is exercising leadership with your voice-speaking up on
behalf of your ideas, your vision, your organization, or your community-and
persuading others to join you to achieve a shared goal. (Beqiri, G. 2018),
However, very few people are truly exceptional orators without a severe amount
of planning. Most things that look effortless are only designed that way! The best
public speaker you know will have a dedicated plan of action to make
them delivery seem off the cuff. So, make sure you take a leaf from their book
and plan. Hence, according to the study of public speaking is a great way
of building personal development on many levels, since improving
communication skills is helpful in almost every area of life. Whether your goal is
to engage in political debate, make a career as a motivational speaker or gain
10
confidence in front of an audience, public speaking can help you meet your goal.
In the Study conducted by (Anderson, C. J., 2021), Ideas are the currency
of the twenty-first century. Some people are exceptionally good at presenting
their ideas. Their skill elevates their stature and influence today. There’s nothing
more inspiring than a bold idea delivered by a great speaker. Ideas, effectively
packaged and delivered, can change the world. In addition, as (Beqiri, G., 2018)
said in her study, Persuasive speaking is a skill that you can apply regularly
throughout your life, whether you are selling a product or being interviewed.
2,300 years ago, determined the components needed for persuasive speaking.
They are referred to as the three pillars of persuasion – ethos, pathos and logos.
Aristotle determined the components needed for persuasive speaking. They are
referred to as the three pillars of persuasion – ethos, pathos and logos.
(Carnegie, 2019) Think of the satisfaction and pleasure that will be yours
when you stand up and confidently share your thoughts and feelings with your
audience. I have traveled around the world several times, but I know of a few
things that give greater delight than holding an audience by the power of the
spoken word. You get a sense of strength, a feeling of power.
In the study conducted by (Gershman, S., 2019) As a speaker, we often

yearn to be charismatic. We want people to be drawn to us and like us, but
here’s the catch — your job as a speaker is not to get the audience to like you,
but rather to get your message across. In fact, if the audience is too focused on
you, they may miss your point. According to numerous studies, emotion is the
basic currency for remembering content. A listener must connect emotionally to
what they hear to remember what the speaker says. So, charisma can douse our
emotional response. This is where presence comes in to save the day. Presence
enables the speaker to get out of their own head and connect directly to the
people in the room.
Moreover, in the study of (Goldenberg, A. & Weisz, E., 2020) Research
has shown that when speaking in front of a group, people’s attention tends to
get stuck on the most emotional faces, causing them to overestimate the group’s
average emotional state. In this piece, the authors share two additional findings:
First, the larger the group, the greater this attention bias. Second, the attention
bias is stronger for faces expressing negative emotions than for faces expressing
positive ones, meaning that our ability to judge a group’s emotional state isn’t
just skewed towards more intense emotions — it is specifically biased toward
more negative evaluations. Based on these findings, the authors suggest that
when giving a talk or meeting a large group of people, we should attempt to
intentionally scan the audience more evenly to counteract our natural attention
11
biases and get a more accurate picture of the group’s overall emotional state.
(Kromydas, 2017), For teachers, it is highly important to have enough skills
to communicate effectively, because they are considered as one of the necessary
determinants in teaching and learning success. In addition to transferring
knowledge, the word “educate” is supposed to train learners verbal skills to
develop themselves, the impact of higher education, the economy and the
broader society transformed over time in various ways.
(Bowen, 2020), In communication studies, curricular and ethics are often
considered as a central place in service-learning courses, community-engaged
activity, and communication activism where students come face-to-face with the
harsh realities experienced by society. For some students, it may be the first
time they witness and interact with people suffering from lack of basic resources,
and sufficient educational opportunities, or subject to environmental hazards, to
name just a few persistent inequities. These experiences lend themselves to a
rich consideration of communication ethics situated at the individual,
organizational, and systemic levels to understand how one voice intersects with
others to affirm the dignity of all people as well as promoting learning and
competence in everyday communication, as well as social changes through a
broad and systemic transformation; ethical communication is necessary for social
media, also impacting governmental regulation on ethics. 12
(Barnard, D. 2017), Moreover, Public speaking can significantly boost your

confidence. Overcoming the fears and insecurities that accompany public
speaking is empowering. Furthermore, connecting with audiences can be a
strong reminder that you have valuable insights and opinions to share with the
world. In addition, (Reith-Hall & Montgomery, 2019),with improved
communication skills, students will have the confidence and knowledge to not
only get a good job but to perform well in interviews Communication skills are
considered as an ability used to give and receive different kinds of information,
similarly, in the development of personality throughout human being existence.
During this period, communication becomes essential for personal growth,
through which communicating people will find themselves, develop self-
confidence, and define the relationship with the surrounding environment.
(Kereksha, 2019) Speech etiquette is included in the linguistic cultural
picture of the world. Possession, understanding and choice of formulas of speech
etiquette depends on the person’s behavior. The choice of speech etiquette
formulas plays a special role in foreign language study. Without speech
etiquette, it is impossible neither to enter the communication, nor to maintain
communication, or to complete it. Speech etiquette is a set of requirements to
the form, content, order, character and situational relevance of statements
adopted in this culture. Speech etiquette includes words and expressions used by
people to say goodbye, requests, and apologies, accepted in various situations,
forms of treatment, intonation features that characterize polite speech, etc. The
study of speech etiquette occupies a special position at the junction of linguistics,
theory and history of culture, ethnography, country studies, psychology and
other humanities.
According to (Vogel et al., 2018) Communicate, although they are closely
related to verbal and nonverbal (Parikh et al., 2014) symbols in terms of how we
make the meaning of language. Every symbol represents some meaning related
to a certain activity. (Zhirenov et al., 2016), Symbols can be used for
communication verbally, for example, when spelling the word winter, in writing it
is necessary to put the letters W-I-N-T-E-R together. Communication
development is an effective teaching method in Improving students' technical
communication skills as well as empathy (Vogel et al., 2018).
Hence, according to the study by the relationship between language and
its meaning is not straight forward one reason for this is the complicated
limitlessness of modern language semantics, including English (Wali et al., 2017).
Language is productive in the sense that there is an infinite number of words and
phrases. There is no limit to a language’s vocabulary, as new words are
introduced daily. Words are not the only things we need to the relationship
between language and its meaning is not straight forward. (Søren- sen et al.,
2019)
13
In addition, one reason for this is the complicated limitlessness of modern

language semantics, including English (Wali et al., 2017). Language is productive
in the sense that there is an infinite number of words and phrases. There is no
limit to a language’s vocabulary, as new words are introduced daily. Words are
not the only things we need to communicate, although they are closely related to
verbal and nonverbal. (Brouk, T.,2018) Fearless public speaking is about more
than combating nerves. It’s about knowing the technique, the art, and the
business of public speaking. Start with the idea and why you are the right person
to take the stage and deliver this big idea. While it must be a big idea, you need
to be able to communicate it in fifteen words or less. Know your audience. Craft
your talk with the language that your audience speaks.
Related Studies
Speaking is an important device for communicating, thinking, and
learning. Thorough speaking the student analyze concepts, expand vocabulary
and understand the structure of the English language that is an important issue
of learning, and Speaking is the most essential talent because it is one of the
capabilities this is had to carry out a conversation. According to (Leong &
Ahmadi, 2017) speaking is one of the maximum essential abilities to be advanced
and improved as a method of powerful communication. Additionally, speaking is
the principal approach of human communication, (Afshar, 2016) speaking as the
device is helpful to develop your communication with people around, on speaking
you also can get much information that makes you have much knowledge, build
friendship and easy to weave relationship with others. Besides that, the students
who improve their vocabulary more easily communicate and express their
opinions, ideas, feelings and concepts in learning. 14
In addition, (Syahfutra, 2021) explains that speaking is one form of the

process of producing sentences. During the learning process, learners must be
able to speak and communicate well with lectures. Through speaking the
language, learners can express their ideas during the class discussions so that
they can improve their learning experience (Handayani et al. 2020).
Furthermore, (Putri & Marlina, 2019) add that speaking is one of the skills that
foreign language learners must master as a benchmark that they have
succeeded in conquering a foreign language.
One of the most important influences on language learning success or
failure is probably the affective side of the learner’s affective factors. Affective
factors made the students learn English effectively because they can success in
learning of second language acquisition in research over the last decade but
most of those studies examined the three categories; the affective factors are
able to increase students’ motivation, self-confidence and embolden to speak
English correctly (Tuan & Mai, 2015).
Speaking skills cannot be developed unless we develop listening. Students
must understand what is said to them to have a successful conversation. When
one person speaks, the other responds through attending by means of the
listening process. In fact, every speaker plays the role of both a listener and a
speaker. Therefore, one is certainly unable to respond not only to the speaker
but also listener understand each other. It means speaking is closely related to
listening. Topical knowledge is defined as knowledge structures in long-term
memory. In other words, when the students use topical knowledge, it is easier to
make some sentences than if they do not use topical knowledge because topical
knowledge is the speakers’ knowledge of relevant to increase some ideas to
develop good sentences. As the effect, topical knowledge has effects in making a
good sentence that the students will say in speaking activities (Tuan & Mai,
15
2015).
In speaking activities, most students want and expect their teachers to
give them feedback on their performance. Due to feedback, the students
understand their mistakes. Thus, they did not repeat their mistakes anymore.
However, all speaking production should not be dealt with in the same way. The
teachers make about how to react to students’ performance will depend upon
the stages of the lesson, the activities, the types of mistakes made, and the
student who is making that mistake. As a result, the teachers can correct
whenever there is a problem, the conversational flow as well as the purpose of
the speaking activity will be used by students. If the students are corrected all
the time, they can find this mistake and try to speak bravely. As a result, the
teacher’s suggestions should always correct the students’ mistakes positively
(Tuan & Mai, 2015).
According to (Pal, 2015), Teachers-related factors is the factor from the
teacher that make the students’ affective to learn English in their teaching and
learning process. The teachers can improve their students’ skill because the
teachers who have the professional knowledge that has many responsible to
teach the students how the students can improve their English skills quickly. For
example, the teachers use some tasks to understand students’ abilities, the
teachers use some strategies to teach the students effectively, and the teachers
can help the students’ problems in teaching and learning process. Students-
related factors are the factors from the students that can help students’
problems in teaching and learning process each other. The students feel afraid of
using English in the class passively because they are more comfortable speak
English with their friends outside the class. For example, when the students have
some homework from their teacher, they prefer to finish it together than if they
work it alone.
Learning environments related factors is the factor from the society that
give some effects for the students to learn English skills. In other words, learning
environments related factors also give direct and indirect influences on students
learning, including their engagement in what is being taught, their motivation to
be learned, and their sense of well-being, belonging, and safety. For example, a
classroom which is clean, and tidy is a more comfortable situation to learn than a
classroom which is noisy, dirty, and creepy. Learning environments also give
some effects how adults interact with students and how students interact with
others. Thus, learning environment is very useful for students because it refers
to the diverse physical locations, contexts, and cultures in which the students
can improve their speaking ability easily (Pal, 2015). For instance, the students
prefer to study with their sister or brother than their friends because the
students can share not only about their problems in the class but also the
16
problems of their emotions with their brother or sister.
The purpose of language mastering is to enable the students to apply
language in communication. As English is taken into consideration as the global
language and it is spoken everywhere in the world, it serves the reason of
speaking with the people who stay in exceptional regions, states, countries, and
continents of the world. According to (Srinivas, 2019) the capacity to speak
English is very crucial in humans’ lives. Language has social characteristics in
which conversation seems to interact with different to expressing ideas and
responding opinion. There are a few approaches to improve speaking for
example by practicing english regularly with friends. The teacher has to have a
program that makes the students feel interested in the class. A proper teacher
has a concept to create exciting mastering media, the effective situation and
deliver exclusive approaches in mastering English. Media are vital things in
teaching and mastering speaking.
Strong oral language skills form the foundation of literacy and academic
success. A solid foundation of oral language helps children become successful
readers and strong communicators. These skills also foster a child’s confidence
and overall sense of wellbeing. The ability to apply oral language effectively
impacts all areas of a child’s life; from their ability to learn in the classroom, their
relationships with others, and their academic achievement; to their sense of self.
There is evidence reporting that reduced oral language competence can lead to
mental health problems, such as depression and anxiety, which may persist into
adulthood. (Rigg, 2019).
Geghamyan’s research conducted among Armenian students shows the

importance of communication in the classroom, yet these factors are mentioned
and not stressed. The students were asked what they like about their teacher the
most, and the answers were the students admired their teachers smile, artistic
teaching ways and jokes. (Geghamyan, 2015), In other words, they liked their
teacher’s non-verbal communication attributes. The study mentions research, yet
it does not consider this a part of communication and a key for effective
learning.
17
Interpersonal communication is the process of exchange of information,

ideas and feelings between two or more people through verbal or non-verbal
methods. It often includes face-to-face exchange of information, in the form of
voice, facial expressions, body language and gestures. The level of one’s
interpersonal communication skills is measured through the effectiveness of
transferring messages to others.
According to the article of Mind Tools, Better Public Speaking: Becoming a
Confident, Compelling Speaker, being a good public speaker helps in everyday
life, it helps to boost up self-confidence, and open many countless opportunities
that can help someone to be successful. Public speaking is of paramount
importance to students. Those who equip themselves with effective speaking
skills can handle magnificently their interpersonal communication problems
during their working life. Students of today are leaders of tomorrow. As future
leaders they would find themselves in a situation where they would have to
persuade their subordinates impressively during their interpersonal
communications. Generally, people judge and assess a speaker by the way he or
she speaks. The first impression would usually be a lasting impression that would
be registered in the minds of the people who meet the speaker. Good public
speaking skills would enhance employment opportunities and marketability.
Therefore, there is an urgent need for students to improve their public speaking
skills. (Omer, N., 2014).
Public Speaking is the process or act of performing a presentation (a
speech) focused on an individual directly speaking to a live audience in a
structured, deliberate manner to inform, influence, or entertain them. Public
speaking is commonly understood as the formal, face-to-face talking of a single
person to a group of listeners. It is closely allied to “presenting”, although the
latter is more often associated with commercial activity. Most of the time, public
18
speaking is to persuade the audience, (Salim, S. S. and Joy, I. E., 2016: 1).
Public speaking skills are the skills which are put into operation to speak in
public (Better Public Speaking, 2020). From the stage of early childhood,
individuals need to work towards up-gradation of these skills. Whether one is
talking in a group meeting or making a presentation before the audience or
interact with individuals within the workplace or in a social, cultural, religious,
economic or political function, one must make use of public speaking skills on a
regular basis. When individuals are paying attention towards honing public
speaking skills, they need to take into consideration various factors. These
include, developing confidence, speaking clearly and fluently, connecting well
with the audience, assessing the needs of the audience, making use of polite
language and decent words, imparting information, having normal body
language and facial expressions, not depicting any apprehensiveness and
vulnerability, planning in an appropriate manner, and practicing these skills on a
regular basis. One of the major limitations of these skills are, the individuals do
feel apprehensive and vulnerable. With regular practice, they can overcome
vulnerability and apprehensiveness.
According (Nasila, 2015), the purpose of public speaking is inseparable
from the purpose of communication, that is to convey a message or idea to the
public with methods in accordance with the public can understand the message
or idea, and then reap the benefits of the message. In this connection, a public
speaker is required to choose the right method to convey his message. People
speak in public or not, we speak everyday language, even by college students.
Speaking in the meeting, telling friends around, and presentation in front of the
class are a few examples of the application of public speaking.
As in the scope of learning in college, (Hakim, 2016) explained by to solve
the problem of the students in Public Speaking learning is through the
development of additional teaching materials for students at college level of
English subjects through Communicative Language Teaching approach.
Therefore, to make this material better, teachers use materials that have been
developed with lesson plans to meet the needs of students in Public Speaking
based on their needs, conditions and time. Since this material is merely a
complementary teaching material, the teacher also tries to incorporate this
19
developed material with the main book or source others.
Self-confidence is an essential thing in creating good communication,
especially in public speaking. Public speaking needs not only fluency but also
self-confidence. Self- confidence is a positive attitude of the individual that
enables himself to be against the environment or situation he faces. Lauster
stated that self-confidence is convincing in the ability and self-assessment of the
task, and it has a practical approach (Indrawati, E., 2018). The self-confidence
that has been owned by people can let people able to achieve their goals. Many
people do not have self-confidence. For example, students are not self-confident
when doing a presentation in class, they feel afraid to speak in front of friends
for some courses. Through the pre-observation, the reason is lack of practice,
not mastering the material well, lack of vocabulary, feeling afraid when they
speak in public. This is a very disadvantage because the primary key of public
speaking is self-confidence.
Therefore, students need to have self-confidence. The advantage of self-
confidence is the ability to convey messages easily. The students who have self-
confidence will be able to overcome fears or negative thoughts, so they will be
easy to communicate, especially in the oral presentation in front of the class. The
students who can communicate fluently and confidently as a good impact of the
high self-confidence is that the students can increase their academic
achievement in the speaking course because the students fulfill the criteria of the
assessment on speaking skill (Salim, 2015). 20
Moreover, the study by (Pourhosein, 2016), expressed that speaking is of
exceptional importance for the interaction in which they communicate anywhere
and everywhere. Speaking is the manner of speaking thoughts and messages
orally. Speaking is extensively referred to as an ability to express thoughts,
ideas, and intentions to other people through using language in oral form,
(Bustari, A., et al., 2017). (Pujara, 2017), stated that speaking in front of a
group of people can be very intrinsically rewarding; it is important because it
helps to spread knowledge in a quick, efficient manner, it is also the more
effective way of communicating. (Brendan, 2013), stated in his article, Public
Speaking, that the ability to speak confidently and convincingly in public is an
asset to anyone who wants to take an active role in the classroom, workplace,
and community.
From the point of view of the learning process, public speaking is a good
way to train and improve students’ language skills, (Nasser Omer, 2014). A
student who has prior public speaking training or who was involved in a speech
and debate organization will likely obtain a higher grade in the public speaking
course. Students seem to become more effective communicators with training
and practice.
(Armasita, 2017) In her study Improving Students’ Public Speaking
Capability in English Learning with Action Learning Strategy , the result of her
research is, the result shows that there is improvement of public speaking
student skill by using initial learning action. Action learning strategy is one
strategy that teachers can use in teaching English to improve students’ speaking
skills in public. The conclusion of this study is that students who are ta’ght by
using the initial learning strategy become an alternative for teachers in teaching
talk that can improve the ability of public speaking their students.
(Marlini, 2014) In her study Using Communicative Approach Method to
Improving Students’ Self Confidence in Public Speaking , the result of her
research is indicating that the communicative approach is indeed successful in
promoting and improving students’ self-confidence in public speaking. Students
who do not speak at the beginning of the program become more active in
participation towards the end and some even gain more confidence than others.
The study concludes that it seeks to provide some useful insights for language
instructors by looking at the impact of communicative methods in language
21
teaching particularly focused on communication.
Based on the conclusions of some previous studies that have similarities, it
is important to use appropriate learning methods to speak publicly to help
students understand skills in public speaking. However, there are two aspects
that make this research different from previous research that can be seen from
the method of learning public speaking and analyze the ability and difficulty of
students in learning public speaking. Therefore, the conclusion that can be
drawn from previous research with current research that is needed a good
strategy to teach students about public speaking so that students can have good
public speaking skills and find ways to solve problems or difficulties they face in
learning public speaking.
Synthesis
The findings of the study show that public speaking is highly relevant to
the students of SNFSS-NC. Public speaking is a crucial talent.
Many fields outside of communication acknowledge the significance of
proficient communication skills as society enters the information age. Public
speaking can be easy if you make it easy. Confidence is key. Leong & Ahmadi
and Afshar both asserted that speaking is a significant factor in public speaking.
Thus, speaking is one of the maximum essential abilities to be advanced and
improved as a method of powerful communication. Correspondingly, (Indrawati,
E., 2018), explained that self-confidence that has been owned by people can let
people able to achieve their goals. However, according to (Rigg, 2019), there is
evidence reporting that reduced oral language competence can lead to mental
health problems, such as depression and anxiety, which may persist into
adulthood.
In terms of public speaking, Nasser Omer and Better Public Speaking

supported that individuals are paying attention towards honing public speaking
skills, they need to take into consideration various factors. These include,
developing confidence, speaking clearly and fluently, connecting well with the
audience, assessing the needs of the audience, making use of polite language
and decent words, imparting information, having normal body language and
facial expressions, not depicting any apprehensiveness and vulnerability,
planning in an appropriate manner, and practicing these skills on a regular basis.
Moreover, Bustari and Pujara stated that speaking in front of a group of people
can be very intrinsically rewarding; it is important because it helps to spread
knowledge in a quick, efficient manner, it is also the most effective way of
22
communicating.
Chapter III
RESEARCH METHOD AND PROCEDURES
This chapter presents the research design used, respondents of the
study, data gathering instruments and procedure, and statistical treatment.
Research Design
The purpose of the study was to analyze factors affecting the public
speaking skills of grade 11 students. To obtain this purpose, the descriptive
method of research was utilized employing a survey questionnaire to assess the
students responses.
According to Darmadi (2013), research method is a scientific way to

obtain data for specific purposes. Research method consists of two parts and the
researchers chose the quantitative research. By that means, the researchers
included survey forms and questionnaire to gather information from specific
selected Grade 11 students.
Moreover, Siedlecki (2020) states that descriptive research is to

describe individuals, events, or conditions by examining them in their natural
state. Instead of manipulating any of the variables, the researcher only describes
the sample and/or variables.
Furthermore, according to Siedlecki (2020) , the objective of the

descriptive method is to describe individuals, events, or conditions by examining
them in their natural state. Instead of manipulating any of the variables, the
researcher only describes the sample and/or variables.
This method is used to gather information in order to answer questions

concerning the current state of the subjects of the study.
23
Subject of the Study

The subjects of the study were 80 Grade 11 STEM, ABM and HUMSS
students of Sto. Niño Formation and Science School who is engage in Public
Speaking. There were 11 subjects from STEM 11-A, 11 subjects from STEM11-B,
16 subjects from ABM 11, 14 subjects from HUMSS 11-A, 14 subjects from
HUMSS 11-B and 14 subjects from HUMSS 11-C.
Thus, purposive sampling technique was employed.
Table 1 shows the distribution of the subjects of the study.
Section Number of Percentage Sample

Students
STEM A 41 14% 11
STEM B 42 14% 11
ABM 56 19% 16
HUMSS A 51 17% 14
HUMSS B 54 18% 14
HUMSS C 53 18% 14
Total 297 100% 80
Table 1
Distribution of Respondents
Data Gathering Instrument

The main gathering instrument used in the study was the self-
constructed questionnaire. This includes the respondents’ profiles, and the
elements affecting the public speaking skills.
Construction of Questionnaire. The questionnaire was formulated

based on the study. The researcher considered an approval process for the
questionnaire, in which the appropriateness of words, thoughts, and sentence
structure are assessed. This is a reference-based guide. The draft of the
questionnaire was presented to the research adviser to review for content,
suitability, and remarks to properly utilize the instrument.
24
Validation of Questionnaire. The researcher addressed the procedure

of checking the validity and reliability of the questionnaire for feedback and
comments to the research adviser. The recommendations were considered. After
which, for data gathering, acquired an approval to conduct the study from grade
11 students. The researcher requested permission to conduct and distribute the
survey questionnaire to the study respondents.
Administration of Questionnaire. The distributions of questionnaire,
upon approval to conduct the study, the researcher intends to distribute the
survey questionnaire to the 80 respondents at Sto. Niño Formation Science
School at San Roque, Rosario, Batangas. The purpose of the study was to assess
their public speaking skills, factors affecting public speaking skills and the profile
of the respondents. The population for this research were Grade 11 students
between the age of 15, 19 and above. Various channels were used to gather
respondents for the questionnaire to minimize the risk of a sampling bias. To
establish the authenticity of responses, directions and purpose were dearly
stated. Respondents were collected through offline channels and all the data was
collected using a paper-based survey questionnaire.
Retrieval of Questionnaire. In the context following administration,
questionnaires were retrieved at the same day after the distribution for analysis
and assessment. The primary data were obtained for statistical treatment. Upon
gathering the data, it was organized and validated.
Scoring Response. Further to the retrieval of the questionnaire to the
researcher, the data obtained from Grade 11 students at Sto. Niño Formation
and Science School- Night Class were synthesized, tallied, tabulated, and
interpreted based on the following scales as statistical measures to the factors
that can affect the students verbal communication skills, intrapersonal skills, and
intrapersonal skills. The following scales below were utilized in interpreting the
results.
Likert Scale. It is the most often used to investigate how respondents rate the
series of statement by having them circle or otherwise mark the number of
categorie. 25
Scaling for Responses

Scale Range Verbal Interpretation
5 4.01 – 5.00 Strongly Agree
4 3.01 – 4.00 Agree
3 2.01 – 3.00 Neutral
2 1.01 – 2.00 Disagree
1 0.01 – 1.00 Strongly Disagree
Data Gathering Procedure
After series of questionnaire validation to the research adviser, it was

finally approved. A formal letter of request for permission for the administration
of the questionnaires was submitted to the school principal.
Furthermore, a letter of consent to the vice-principal of the faculty of

Senior High School – Night Class was also sent to ask permission for the
distribution of the questionnaire. Afterwards, the researcher personally
distributed the questionnaire to the respondents in order to give proper
instructions.
The survey form and questionnaire were immediately retrieved to

ensure that the answers of the subjects will remain confidential.
Statistical Treatment
For quantitative treatment of the data, the following statistical

techniques were employed.
Ranking. It involves putting the values in numerical order and then

assigning new values to denote where in the ordered set they fall. This was used
to know which is the highest and lowest in position.
Percentage. This was used to show the distribution of respondents as

to their perception on Education Course.
Sto. Niño Formation and Science School – Night Class 26
Frequency. The rate at which something occurs over a particular

period. In this study, it was used to obtain the number of samples that falls into
different variables.
Weighted Mean. This method was used to interpret idea from the
subjects. In the study, it was used to determine the distribution of the subjects
as to the responses given in the survey questionnaire.
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter presents the data gathered including their analysis and
interpretation for specific problems of the study.
1. Demographic Profile of the respondents with respect to sex, age and

strand.
The profile of the respondents provides a basis for understanding their

needs, abilities and interests. The items asked in the profile focused on
the respondent’s age, sex and strand.
1.1. Age. The distribution of the respondents as to age is show in

Table 2.
Table 2
Distribution of Demographic Profile in terms of Age
Age Frequency Percentage Rank

15-16 52 65 1
17-18 27 34 2
19 & above 1 1 3
Total 80 100
It interpreted that 65% of the respondents ages 15-16 answered the

given questionnaires, 34% of the respondents are from the ages 17-18 and 1%
of the respondents are from ages 19 and above.
This implies that majority of the Grade 11 students are aged 15-16 and
answered the questionnaire.
1. Sex. The distribution of the respondents as to sex is shown in Table 3.

Table 3
Distribution of the Demographic Profile in terms of Sex
Sex Frequency Percentage Rank

Male 28 35 2
Female 52 65 1
Total 80 100
As disclosed in the table, out of 80 respondents, males obtained the
frequency of twenty-eight or 35 percent of the total respondents. On the other
hand, females obtained a frequency of fifty-two or equivalent to 65 percent. This
is because females are more active than males in terms of public speaking.
This implies that majority of the Grade 11 students who answered the
questionnaire are female.
2. Strand. The distribution of the respondents as to strand is shown in

Table 4.
Table 4
Distribution of the Demographic Profile in terms of Strand
Stand Frequency Percentage Rank

STEM 22 28 2
ABM 16 20 3
HUMSS 42 52 1
Total 80 100
As revealed in table 3, the HUMSS strand has a frequency of 42 and a

percentage of 52. It was followed by the STEM strand which has the frequency
of 22 and a percentage of 28 and the ABM strand with the frequency of 16 and a
percentage of 20.
This implies that majority of the respondents are from the strand of
HUMSS.
2. How do the following communication skills affect the public speaking skills of
Grade 11 students in terms of verbal communication skills, intrapersonal skills
and interpersonal skills.
(Nasila, 2015), the purpose of public speaking is inseparable from the

purpose of communication, that is to convey a message or idea to the public
with methods in accordance with the public can understand the message or idea,
and then reap the benefits of the message.
(Leong & Ahmadi, 2017) speaking is one of the maximum essential abilities
to be advanced and improved as a method of powerful communication.
Additionally, speaking is the principal approach of human communication,
(Afshar, 2016) speaking as the device is helpful to develop your communication
with people around, on speaking you also can get much information that makes
you have much knowledge, build friendship and easy to weave relationship with
others.
2.1. Verbal Communication Skills. This term is defined as the abilities

to speak and listen effectively for the purposes of informing, persuading, and/or
relating. The ability to transmit ideas from the brain to either one person or a
group of people. Good use of verbal skills means presenting an idea clearly while
each thought is articulated in a cohesive manner. It has everything to do with
the language that we choose to use. Students engage these abilities in different
types of interactions, including public speaking.
Table 5 shows the verbal communication that can affect public speaking skills.
Table 5
Factors Affecting the Public Speaking Skills in terms of Verbal Communication

Skills
30
CONTENT WM VI R
1. He/She speak fluently in English. 3.34 A 5.5
2. He/ She uses words correctly when 3.34 A 5.5
communicating.
3. He/She tries to make eye contact when he/she 3.13 A 10
is talking.
4. He/She take his/her time to express what 3.33 A 7.5
he/she want to say.
5. He/She feels confident about his/her ability to 3.26 A 9
speak fluently.
6. It is easy for Him/Her to communicate with 3.33 A 7.5
others.
7. His/Her speaking ability does not worry 3.55 A 2
him/her.
8. He/She always satisfied with his/her oral 3.45 A 4
performance.
9. It is easy for him/her to organize his/her ideas. 3.51 A 3
10. He/She easy to talk with. 4.10 SA 1
Composite mean 3.43 Agree
SA- strongly agree, A- agree, N-neutral, D-disagree, SD- strongly disagree
As reflected in the table, respondents assessed that they are east to talk
with, with a weighted mean of 4.10 and a verbal interpretation of strongly agree.
Second, in rank, respondents assessed that their speaking ability does not worry
them which obtained a weighted mean of 3.55 and a verbal interpretation of
agree. It can be also gleaned from the table that respondents assessed that it is
easy for them to organize their which ranked three with a weighted mean of
3.51 and a verbal interpretation of agree. Fourth in rank, respondents assessed
that they are always satisfied with their oral performance which got a weighted
mean of 3.45 and a verbal interpretation of agree. Furthermore, most of the
respondents agreed that they can speak fluently in English and used words
correctly when communicating which have a weighted mean of 3.34 both rank
5.5. Consequently, respondents assessed that they take their time to express
what they want to say and it is easy for them to communicate with others with a
weighted mean of 3.33 and a verbal interpretation of agree. It can be also
interpreted in the table that respondents assessed that feels confident about
their ability to speak fluently ranked nine which obtained a weighted mean of
3.26 and a verbal interpretation of agree. And lastly, tenth in rank, respondents
assessed that they try to make an eye contact when they are talking with a
garnered weighted mean of 3.13 and a verbal interpretation of agree.
This implies that communication is symbolic because it involves not only

words but also symbols and gestures that accompany the spoken words because
symbolic action is not limited to verbal communication. Communication is an
interactive process. The two communication agents involved in the
communication process are sender and receiver. Both the communication agents
exert a reciprocal influence on each other through inter stimulation and
response. At its most basic level, oral communication is the spoken interaction
between two or more people. The interaction is far more complex than it seems
(Gass, 2013). In addition, one reason for this is the complicated limitlessness of
modern language semantics, including English (Wali et al., 2017). Language is
productive in the sense that there is an infinite number of words and phrases.
There is no limit to a language’s vocabulary, as new words are introduced daily.
Words are not the only things we need to communicate, although they are
closely related to verbal and nonverbal. (Brouk, T.,2018) Fearless public
speaking is about more than combating nerves. It’s about knowing the
technique, the art, and the business of public speaking. Start with the idea and
why you are the right person to take the stage and deliver this big idea. While it
must be a big idea, you need to be able to communicate it in fifteen words or
less. Know your audience. Craft your talk with the language that your audience
speaks.
2.2. Intrapersonal Skills. Relate to the self-awareness of strengths and
weaknesses. Intrapersonal skills are a form of self-communication because they
relate to what happens within one’s inner self. Intrapersonal skills are what help
people manage emotions and cope with challenges they may face at different
times in life. Intrapersonal skills are important because they often form the base
of relationships with other people and help manage how interact in own
relationships. These skills typically help to develop emotional intelligence and
how to communicate the wants and needs.
Table 6 shows the intrapersonal skills that can affect public speaking
skills.
Table 6
Factors Affecting the Public Speaking Skills in terms of Intrapersonal Skills
CONTENT WM VI R
1. He/She is outgoing person. 3.45 A 9
2. He/She has self-esteem. 3.19 A 10
3. He/She is productive. 3.71 A 6
4. He/She is talkative. 3.81 A 5
5. He/She get along with others. 4.01 SA 3
6. He/She is straight forward. 3.61 A 8
7. He/She is open-minded. 4.40 SA 1
8. He/she manage to express his/her ideas 3.66 A 7
clearly.
9. He/She stop and think before he/she speak. 3.93 A 4
10. He/She care a lot about how he/she present 4.29 SA 2
his/herself to others.
Composite mean 3.81 Agree
As reflected in the table, respondents assessed that they are open-minded

with a weighted mean of 4.40 and a verbal interpretation of strongly agree.
Second, in rank, respondents assessed that they care a lot about how they
present themselves to others which obtained a weighted mean of 4.29 and a
verbal interpretation of strongly agree. It can be also gleaned from the table that
respondents assessed that they get along with others which ranked three with a
weighted mean of 4.01 and a verbal interpretation of strongly agree. Fourth in
rank, respondents assessed that they stop and think before they speak which got
a weighted mean of 3.93 and a verbal interpretation of agree. Furthermore, most
of the respondents agreed that they are talkative which have a weighted mean
of 3.81. Sixth in the rank, respondents agreed that they are productive which
garnered a weighted mean of 3.71. Consequently, respondents assessed that
they manage to express their ideas clearly which has a weighted mean of 3.66
and a verbal interpretation of agree. It can be also interpreted in the table that
respondents assessed that they are straightforward ranked eight which obtained
a weighted mean of 3.61 and a verbal interpretation of agree. Moreover, most of
the respondents agreed that they are outgoing person which has a weighted
mean of 3.45. And lastly, tenth in rank, respondents assessed that they have
self-esteem with a garnered weighted mean of 3.19 and a verbal interpretation
of agree.
This implies that people who are self-motivated, focused, and confident
are said to have great intrapersonal skills. Those people exude self-confidence
because they are confident. They know who they are and what they can produce
and create. Others seem to naturally gravitate toward them because they carry
an air of strength and positivity everywhere they go. Intrapersonal
communication skills are part of the intangible soft skills that you can learn to
cultivate and bring to the table everywhere you go. The guiding force of your
intrapersonal skills is awareness – awareness of your innermost beliefs and the
goals that drive you and awareness of how you are perceived by others.
Intrapersonal skills are all about self-awareness and controlling your own internal
attitudes and inner processes. Your intrapersonal skills form the foundation on
which you build your relationships with others because they help you more easily
navigate your interpersonal relationships. (Tai, 2019)
2.3. Interpersonal Skills. Referred to as people skills, social skills, or

social intelligence. They involve reading the signals that others send and
interpreting them accurately to form effective responses. Individuals show their
interpersonal skills all the time simply by interacting with others. Interpersonal
skills are the skills we use every day when we communicate and interact with
other people, both individually and in groups. They include a wide range of skills,
but particularly communication skills such as listening and effective speaking.
They also include the ability to control and manage your emotions. 34
Table 7 shows the interpersonal skills that can affect public speaking
skills.
Table 7
Factors Affecting the Public Speaking Skills in terms of Interpersonal Skills
CONTENT WM VI R
1. He/She is adaptive. 3.79 A 10
2. It is easy for him/her to comprehend other 4.19 SA 3
people’s opinion.
3. He/She is a good listener. 4.44 SA 1
4. He/She find it easy to see things from 3.94 A 7
someone else’s point of view.
5. When he/she talk to someone, he/she put 4.05 SA 5
his/herself in the other shoes.
6. He/She is friendly. 4.21 SA 2
7. He/She is attentive. 3.98 A 6
8. He/She feel comfortable around people. 3.85 A 8
9. He/She express his/herself well vocally. 3.80 A 9
10. He/She easy to work with. 4.10 SA 4
Composite mean 4.03 Strongl
y Agree
Based on the data tabulated, most of the respondents confirmed that they
are good listeners with a weighted mean of 4.44 and a verbal interpretation of
strongly agree which ranked 1. It can be seen in the table that most of the
respondents have confirmed that they are friendly which gained a weighted
mean of 4.21 and a verbal interpretation of strongly agree which ranked 2.
Followed by that the respondents confirmed that it is easy for them to
comprehend other people’s opinion with a weighted mean of 4.19 and a verbal
interpretation of strongly agree that ranked 3. As seen in the table, most of the
respondents strongly agreed that they are easy to work with a weighted mean of
4.10 and ranked 4. It can be interpreted in the table that most of the
respondents confirmed that when they talk to someone, they put themselves in
the other shoes. That ranked 5 with a weighted mean of 4.05 and a verbal
interpretation of strongly agree. Furthermore, respondents assessed that they
are attentive with a weighted mean of 3.98, and a verbal interpretation of agree
which ranked 6. Additionally, the respondents also confirmed that they find it
easy to see things from someone else’s point of view which have a weighted
mean of 3.94 and a verbal interpretation of agree, and a rank of 7. Moreover,
the respondents assessed that they feel comfortable around people which has a
weighted mean of 3.85, and a verbal interpretation of agree which ranked 8. The
question number 9 and ninth in the rank, respondents express well vocally with a
weighted mean of 3.80 and a verbal interpretation of agree. And lastly,
respondents assessed that they are adaptive which has a weighted mean of 3.79
and a verbal interpretation of agree.
This implies that interpersonal skills fall under the soft skills umbrella. We
use Interpersonal skills when interacting and communicating with others to help
start, build, and sustain relationships. Sometimes called people skills, these are
innate and learned skills used in social situations pertinent to your career,
education, and personal life. These skills include working creatively with others,
communicating clearly, collaborating, adapting to change, flexibility, interacting
effectively with diverse teams, guiding and leading others, and being
responsible, according to the Partnership for 21 st Century Skills (Coursera,
2023).Moreover, in the study conducted by (Dzubak, 2013) From the educational
standpoint, we pay close attention to reflection since it allows for higher order
thinking skills such as analysis, evaluation, and application. These skills lend
themselves to critical thinking and problem solving. This strengthens the
integration of learning and experience and supports the formation of memories.
Reflection gives students the opportunity to identify their strengths and
weaknesses and devise learning goals, which reduces anxiety (Perez & Ruz,
2014).
Given these findings, there is no significant relationship between public

speaking skills and profile of the respondents, therefore the hypothesis posited in
the study is rejected.
4.Proposed Program to Enhance the Public Speaking Skills of Grade 11 students. 36
Rationale
Public Speaking is basically a presentation that’s given live before an

audience. Public speeches can cover a wide variety of different topics. The goal
of the speech may be to educate, entertain, or influence the listeners. Public
speaking is a great way of building personal development on many levels, since
improving communication skills is helpful in almost every area of life. And this
study aims to identify the factors that can affect the public speaking skills of the
students. Moreover, this study seeks to significantly boost your confidence, to
build critical thinking skills, and to improve your communication skills. To help
the students to engage in good places to meet other people who share their
interests and to build a leadership. This study pointed out that students will
develop vocabulary and fluency if they have confidence.
The findings drawn from this study reveal that Grade 11 students have
the skills to speak publicly. This implies that the students can fluently
communicate with a huge crowd. The respondents are dealing with verbal
communication, intrapersonal, interpersonal skills and these factors are affected
by how they speak.
38
Chapter V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings revealed in the study,
conclusions drawn from the findings, and the corresponding recommendations
based on the conclusion.
A. Summary
The main objective of this study is to identify the public speaking skills of
Garde 11 students.
Specifically, this study sought to answer the following questions:
1. What is the profile of the respondent in terms of;

1.1 Age;
1.2 Sex; and
1.3 Strand
2. How do the following communication skills affect the public speaking skill
of Grade 11 students, in terms of:
2.1 Verbal Communication Skills;
2.2 Intrapersonal Skills; and
2.3 Interpersonal Skills
4. What learning materials may be developed to optimize the public speaking
skills of the students?
The respondents of the study were 80 students in Sto. Niño Formation
and Science School- Night Class Department. The purposive method was used as
a tool in gathering data. The statistical treatment applied to research data
includes the ranking, frequency, percentage and weighted mean.
40
B. Findings
The following were the findings of the study:
1. Profile of the respondents in terms of:
1.1 Age. The study found out that the respondents’ profile in terms of
age was comprised by the age of 15-16 years old that garnered the frequency of
52 or 65% first on ranking. Second in the ranking is the age of 17-18 years old
with the frequency of 27 or 34%. And lastly, third on ranking, the respondents
who have the age of 19-above years old garnered a frequency of 1 or 1%.
Therefore, this implies that most of the respondents range from 15-16 years old.
1.2 Sex. It was revealed that the respondents’ profile in terms of sex was
diminished by male which has the frequency of 28 or 35% compared to female
respondents which comprised most of the Grade 11 students with a frequency of
52 and percentage of 65%.
1.3 Strand. The study revealed that the respondents’ profile in terms of
strand was comprised by the strand of HUMSS which has a frequency of 42 and
a percentage of 53. It was followed by STEM students who have the frequency
of 22 and a percentage of 28. Last on the rank, ABM strand with the frequency
of 16 and 20 as a percentage. This means that most of the respondents came
from the strand of HUMSS.
2. Factors Affecting the Public Speaking.

2.1 Verbal Communication Skills. The idea that verbal
communication can contribute to one’s talking skills in Public Speaking ranked
first with a weighted mean of 4.10 and verbal interpretation of strongly agree
while one’s ability to make an eye contact can affect his/her insight in enhancing
Public Speaking ranked last with a weighted mean of 3.13 and a verbal
41
2.2 Intrapersonal Skills. The top contributing element is that Public
Speaking will help an individual to be an open-minded with a weighted mean of
4.40 and verbal interpretation of strongly agree. The least contributing element
is that Public Speaking will help an individual to have self-esteem with a
weighted mean of 3.19 and agree as the verbal interpretation.
2.3 Interpersonal Skills. The top manifested contributing element is

that one can be a good listener because it will help him\her boost his\her social
skills in showing the capabilities in communicating which has a weighted mean of
4.44 and strongly agree as the verbal interpretation. The least manifested
contributing element is that one can be adaptive in Public Speaking because it
can widen his/her confidence with a weighted mean of 3.79 and verbal

Using the p-value to compute the relationship between the factors
affecting public speaking skills and the profile of the respondents the result is
0.184161. That means, there is no significant relationship between the factors
affecting public speaking skills and the profile of the respondents.
Conclusions
In the light of the findings, the following conclusions are drawn:
1. In determining the demographic profile of the respondents in terms of age,

sex, and the strand of Grade 11 students, the researchers concluded that most
of the respondents were aged 15-16, male and female, and majority of them are
from the strand of HUMSS. 42
2. Verbal Communication is the ability to communicate effectively with colleagues

and individuals. It is essential, whatever field they work in delivering skills in
public speaking. Good communication improves teams, inspires high
performance, and enhances the student’s ability. On the other hand,
Intrapersonal has been studied and recognized by the researchers to be one of
the factors of public speaking skills. Lastly, Interpersonal has been studied and
recognized also to be one of the factors of public speaking skills.
3. Developing one’s vocabulary and fluency has been studied and recognized as
very effective strategies that can help the speakers to enhance the level of their
public speaking skills.
4. There is no significant relationship between the public speaking skills and the
profile of the respondents.
Recommendations
From the findings and the conclusions of the study, the researchers offered
the following recommendations.
1. The concept and learning of the study is that it can provide strong and reliable
information to the respondents of the study by determining the public speaking
skills.
2. For the students to be able to learn more and grow, the student must develop
vocabulary and fluency to have a strong and reliable source for public speaking
skills.
3. The students may consider that their confidence is a big factor that can affect
their public speaking skills to have the ability to communicate properly.
4. The findings of the study can be used as a guide for the students to enhance
their ability in publicly speaking.
5. As a result, current findings may provide significant data for Public Speaking
Skills of Grade 11 students, people should be aware of students’ public speaking
skills.
43
BIBLIOGRAPHY
44
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49
APPENDICES
50
APPENDIX A
LETTER TO THE RESEARCH ADVISER
THE STO. NINO FORMATION AND SCIENCE SCHOOL
J. Belen Street, Rosario, Batangas
SENIOR HIGH SCHOOL DEPARTMENT
March ___, 2023
Ms. Clarisa A. Mangundayao
HUMSS 11 B Adviser
Dear Madam:
Greetings of Peace and Prosperity!
Taking the study entitled “FACTORS AFFECTING THE PUBLIC

SPEAKING SKILLS OF GRADE 11 STUDENTS”.
In relation to this, we would like to ask you to be our adviser on this

study. We believe that your expertise and knowledge can help us in our study possible.
We are hoping for your kind approval of this request.
Respectfully Yours,
BAGTING, ALLIAH CAGUIMBAL, ORCY

A.
GUTIERREZ, JOHN HARLI G. ZARA, JIMUEL M.

Researchers
Noted:
ROWENA V. CANLAS, LPT
Subject Teacher
Approved:
CLARISA A. MANGUNDAYAO
HUMSS 11 B Adviser
51
APPENDIX BAPPENDIX B
LETTER OF REQUEST TO CONDUCT RESEARCH
Senior High School Department
March ___,2023
Janette M. Orola, LPT, MAEd
School Principal
This Institution
Dear Madam:
Greetings of love and peace!
The undersigned are students enrolled in the Senior High School Department –
Night Class.
At present, we are conducting a study entitled, “FACTORS AFFECTING THE PUBLIC
In this connection, may we ask permission from your good office to utilize the
school as the center for our research?
We will be grateful for your kind and favorable response.
Thank you and may you bless a thousand folds.
Respectfully yours,
BAGTING, ALLIAH CAGUIMBAL, ORCY A.

GUTIERREZ, JOHN HARLI G. ZARA, JIMUEL M.
Researchers
Noted:
CLARISA A. MANGUNDAYAO
Research Adviser
Approved:
JANETTE M. OROLA, LPT, MAEd
Principal 52
APPENDIX C
CERTIFICATE
This certifies that this study entitled “FACTORS AFFECTING THE PUBLIC
has been edited and made ready for submission.
This certification is issued upon the request of the researchers for whatever
purpose it may serve them.
Given this ___ day of March 2023 at ___________________.
Camille Garcia, LPT

1693403
(License Number)
Grammarian
53
APPENDIX D
CERTIFICATE
This certifies that this study entitled “FACTORS AFFECTING THE PUBLIC SPEAKING
SKILLS OF GRADE 11 STUDENTS”.
has been calculated, tabulated and made ready for submission.
This certification is issued upon the request of the researchers for whatever
purpose it may serve them.
Given this ___ day of March 2023 at ___________________.
191200
(License Number)
Statistician
54
APPENDIX E
LETTER TO THE RESPONDENTS
Dear Respondents,
Good day! This questionnaire was prepared to assess the public speaking
skills as grade 11 students in Sto. Niño Formation and Science School- Night
Class Department. This will serve as an opportunity for us, the researchers, to
provide strategies that will help you to escape from procrastination.
The questionnaire is entirely anonymous; hence, your answers will be
treated with utmost confidentiality. Thank you for taking your time to answer this
questionnaire.
Sincerely,
The Researchers
55
APPENDIX F
LETTER TO THE RESPONDENTS
Factors Affecting the Public Speaking Skills of Grade 11 Students
San Roque, Rosario, Batangas

SURVEY QUESTIONNAIRE
NAME: (Optional)____________________________
Part I: Profile of the Respondents
Directions: Please indicate a check mark (/) in the appropriate information

about yourself. Each question should only have one answer.
Age: Sex:
15 – 16 MALE
17 – 18 FEMALE
19 & above
Strand:
Science, Technology, Engineering, and Mathematics (STEM)
Accountancy, Business, and Management (ABM)
Humanities and Social Science (HUMSS) 56
Directions: Read the following statements about your learning preferences in

Verbal Communication, Intrapersonal, and Interpersonal Skills. Give your answer
by ticking (/) on its corresponding column. Use the scale below.
SCALE:
5 – STRONGLY AGREE
4 – AGREE
3 – NEUTRAL
2 – DISAGREE
1 – STRONGLY DISAGREE
Part II: ORAL COMMUNICATION SKILLS
VERBAL COMMUNICATION SKILLS 5 4 3 2 1

1. I speak fluently in English.
2. I use words correctly when communicating.
3. I try to make eye contact when I am talking.
4. I take my time to express what I want to say.
5. I feel confident about my ability to speak

fluently.
6. It is easy for me to communicate with others.
7. My speaking ability does not worry me.

8. I am always satisfied with my oral
performance.
9. It is easy for me to organize my ideas.
10. I am easy to talk with.
57
Part III: INTRAPERSONAL SKILLS
INTRAPERSONAL SKILLS 5 4 3 2 1
1. I am outgoing person.
2. I have self-esteem.
3. I am productive.
4. I am talkative.
5. I get along with others.
6. I am straight forward.
7. I am open-minded.
8. I manage to express my ideas clearly.
9. I stop and think before I speak.
10. I care a lot about how I present
myself to others.
Part IV: INTERPERSONAL SKILLS
INTERPERSONAL SKILLS 5 4 3 2 1
1. I am adaptive.
2. It is easy for me to comprehend other
people’s opinions.
3. I am a good listener.
4. I find it easy to see things from
someone else’s point of view.
5. When I talk to someone, I put myself
in his or her shoes.
6. I am friendly.
7. I am attentive.
8. I feel comfortable around people.
9. I express myself well vocally.
10. I am easy to work with.
58
CURRICULUM
VITAE
59
CURRICULUM VITAE
Masaya, Rosario, Batangas

Mobile: +639811711053
Email: bagtingalliah055@gmail.com
ALLIAH BAGTING
PERSONAL DATA:
Date of Birth: August 12, 2005
Place of Birth: Namunga, Rosario, Batangas
Civil status: Single
Citizenship: Filipino
Religion: Roman Catholic
Height: 5’2
Weight: 47
Father’s name: N/A
Mother’s name: Lea L. Bagting
EDUCATIONAL BACKGROUND:
Senior High School: Sto. Niño Formation and Science School
2021-2023
High School: Sto. Niño Formation and Science School
2017-2020
With honor
Elementary: Masaya Elementary School
Masaya, Rosario, Batangas
60
2014-2017
CURRICULUM VITAE
Barangay A, Rosario, Batangas

Mobile: +639913261503
Email: orcycaguimbal03@gmail.com
ORCY ALCUEREZ CAGUIMBAL

PERSONAL DATA:
Date of Birth: November 07, 2004
Place of Birth: Barangay A, Rosario, Batangas
Height: 5’9
Weight: 68
Father’s name: Rosauro Caguimbal
Mother’s name: Rolina Caguimbal
2021-2023
2017-2020
Elementary: Rosario East Central School
Barangay A, Rosario, Batangas
2014-2017
62
CURRICULUM VITAE
Quilo-Quilo North, Padre Garcia, Batangas

Mobile: +63397038524
Email: jharligutierrez@gmail.com
JOHN HARLI GUPO GUTIERREZ

PERSONAL DATA:
Date of Birth: May 21, 2005
Place of Birth: Namunga, Rosario, Batangas
Height: 5’8
Weight: 79
Father’s name: Alberto M. Gutierrez
Mother’s name: Liza G. Gutierrez
2021-2023
2017-2020
Elementary: Quilo-Quilo North Elementary School
Quilo-Quilo North, Rosario, Batangas
2014-2017
63
CURRICULUM VITAE
Bagong Pook, Rosario, Batangas

Mobile: +63301699742
Email: zarajimuel@gmail.com
JIMUEL MARUNDAN ZARA

PERSONAL DATA:
Date of Birth: August 22, 2005
Place of Birth: Rosario, Batangas
Height: 5’2
Weight: 48
Father’s name: Marlon B. Zara
Mother’s name: Jean M. Zara
2021-2023
2017-2020
Elementary: Bagong Pook Elementary School
Bagong Pook, Rosario, Batangas
2014-2017

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Sto.

Niño Formation and Science School – Night Class

A Thesis Presented to the:

A Partial Fulfillment for

This thesis entitled “FACTORS AFFECTING THE PUBLIC SPEAKING

Approved by the committee on the Oral Examination with a grade of

Krisell R. Gamboa John Kevin L. Espiritu, LPT

Mary Jane M. Tobeo, LPT Annaliza D. Aranda, LPT, MAEd

Accepted and approved as partial fulfillment for RESEARCH IN DAILY LIFE

APRIL 15, 2023 Janette M. Orola, LPT, MAEd

The following were the findings of the study:

1. Profile of the respondents in terms of:

2. Factors Affecting the Public Speaking Skills.

2.1 Verbal Communication Skills. The idea that verbal

2.2 Intrapersonal Skills. The top contributing element is that Public

2.3 Interpersonal Skills. The top manifested contributing element is

3. Using the p-value to compute the relationship between the factors

The researchers would like to express their deepest gratitude to the

To Ms. Clarisa A. Mangundayao, the researchers’ research adviser, for

To the faculty members of Senior High School Department-Night Class for

To all named and unnamed, sincerest gratitude and appreciation are

This humble work is wholeheartedly dedicated to:

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

1.1 Table of the respondents……………………………………………………………… 30

Furthermore, the significance of this study was to unleash the students’

Statement of the Problem

Students, focused on determining the Public Speaking Skills of Grade 11 students

the profile of the respondents in terms of age, sex and strand.

This study also determined how do the following communication skills

communication, intrapersonal and interpersonal skills. The random sampling

technique will be used in choosing the participants of the population of Senior

descriptive method of research to gather information about the public speaking

skills using a survey questionnaire.

School Year 2022-2023.

Significance of the Study

To the Students. Students will get knowledge of public speaking skills

skills will benefit them.

To the Teachers. It is useful for the teachers to improve their teaching

boost the confidence of their child.

To the Future Researchers. When drafting a research proposal, they’ll

As words may mean differently in different contexts, the following

purpose of this study.

intelligence, intrapersonal skills include Self-confidence. In this study, this refers

Interpersonal Skills. The behaviors and tactics a person use to interact

how we relate to others.

Verbal Communication Skills. It is the ability to transmit ideas from

Public Speaking. Also called oration or oratory, it is the process of

In the study conducted by (Gershman, S., 2019) As a speaker, we often

(Barnard, D. 2017), Moreover, Public speaking can significantly boost your

In addition, one reason for this is the complicated limitlessness of modern

In addition, (Syahfutra, 2021) explains that speaking is one form of the

Geghamyan’s research conducted among Armenian students shows the

Interpersonal communication is the process of exchange of information,

In terms of public speaking, Nasser Omer and Better Public Speaking

According to Darmadi (2013), research method is a scientific way to

Moreover, Siedlecki (2020) states that descriptive research is to

Furthermore, according to Siedlecki (2020) , the objective of the

This method is used to gather information in order to answer questions

Subject of the Study