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Chapter 1

The Problem and its Background

Introduction

Language is very important in the daily lives of people since it is the means by

which people communicate. In the school curriculum, speaking skills performs a very vital

role in the learning process in terms of the learners’ proficiency. English has become a

global language in a variety of fields such as business, technology, literature, etc. In

addition, English is widely used for communication in different countries of the world

including Philippines (Jayapalan & Pillai, 2016).

Around 1.8 billion people in the world are using English as a means for

communication. Thus, oral communication ability is very important for accountancy

business and management students to communicate their ideas.

English is now considered as an important language, not only in learning

institutions but also within the society. Most employers seek employees who can

communicate competently in English that’s why the researchers decided to conduct a

research in this matter. Besides, the ability to speak in English is required in the society

since the nation is multicultural country. Therefore, having confidence to speak the

language is considered necessary. Language is definitely the medium of instruction.

Through language, people can understand each other. Language became very important

skills to learn in order to survive to the modern social environment. Furthermore, human

born to have its own native language inherited from generation to generation.

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Moreover, having a second language far from the mother tongue is the skill that extends

the human to communicate to other nation.

Unfortunately, the standard of English among today’s graduates is disappointing.

One may argue that emphasize should be put on the skill needed to do a particular job

instead of focusing on being able to speak English well. However, in certain fields the

ability to converse well in English is mandatory. English is used around the world as a

major lingua franca in many developing and developed countries.

Based on the researchers’ observation some of the students kept in silent all the

time during the teaching and learning session. One of the reasons for this situation taking

place is the fact that they do not want to speak English. As what environmental article in

2018 explains, most of the time during class, the professor is the only one explaining and

trying to get the student’s to speak. Even when they know the answer to a simple question,

they still hesitate to open their mouths, and to volunteer in answering the question orally.

The major goal of all English language teaching should be to give learners the ability to

use English effectively and accurately in communication. However, not all language

learners after many years of studying English can communicate fluently because they lack

necessary knowledge and indifferent to conversing in English.

Being able to make their selves confident, and directing the self-confidence that

they have to speak in English is a hard effort. To be able to have this confidence,

individuals need to make sure that they are proficient in the language.

Studies have shown that there are many good technical minds in the workplace but

few of them can communicate effectively (Ahmed, 2015; Ngangbam, 2016).

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The government is aware that the English language is an important part of Filipino

education. According to Cervantes (2002) graduating students, particularly those taking up

business/education courses must take note of a recent study that revealed their English

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

of proficiency indicates that "the person hardly understands native English speakers, or

speakers of English international meetings, or could they sustain fluency & accuracy, plus

discuss topics of general interest using non-elaborate structures."

Hence English language competency is essential for career development of the

accountancy business and management students. In order to be successful in any field, one

needs to know how to communicate effectively with others. English speaking skills are

considered to be an asset for the prospective accountancy business and management

students.

Furthermore, Philippine is well-known to be the largest English literate country in

Asia. In which, English language became the second language of the country. It is widely

use though schools as part of the basic education from elementary up to college.

Regardless the race and educational attainment, English language is use across the broad.

Plus, its constitutional law was written in English language.

Tanveer (2007) examined the factors caused anxiety for learners in learning

speaking ability and the impact of anxiety on target language communication. The

obtained results indicated that learners’ feeling of stress and anxiety stop their language

learning and performance abilities. The researcher emphasized that the high anxiety

lowers the learners’ speaking performance.

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Park and Lee (2005) examine the relationships between second language learners’

anxiety, self-confidence and speaking performance. The participants of their study were

one hundred and thirty-two Korean college students who enrolled the English

conversation classes. The result of their study showed that the learners’ anxiety was

related to their speaking skills. The findings suggested that students’ feeling of stress,

anxiety or nervousness may impede their speaking performance and language learning.

The objective of this study is to identify the factors affecting the English speaking

skills of the Technical Vocational Livelihood Education students. Since these students are

soon to be professionals they should be competent in the language so as to qualify

themselves for the current competitive career seeking opportunities that they will face in

the future. In light of this situation by investigating this contributing factor, this research

can be a basis to come up with a mean for effective change.

Scope and Delimitation

This study is delimited to determine the factors affecting English speaking skills of

the Technical Vocational Livelihood Education students.. The responses of the

respondents were based only on the survey questionnaire considering their age, grade level

and etc.

Definition of Terms

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Lingua franca- a language that is adopted as a common language between speakers

whose native languages are different (dictionary) - in this study this refers to a language or

way of communicating which is used between people who do not speak one another's

native language.

Curriculum- the subjects comprising a course of study in a school or college (dictionary)

- in this study it refers to the lessons and academic content taught in a school or in a

specific course or program that the students learned.

Learner’s proficiency- it is a high degree of competence or skill; expertise (dictionary) -

in this study it refers to the knowledge students learned as they progress through their

education.

Global language- a world language is one that is spoken internationally and learned.

Many natural languages have been proffered as candidates for a global lingua franca

(dictionary) - in this study it refers to English as a language that is learned and spoken

internationally.

Constitutional law- is a body of law which defines the role, powers, and structure of

different entities within a state, namely, the executive, the parliament or legislature, and

the judiciary; as well as the basic rights of citizens (dictionary) - in this study it defines the

relationship of different entities within a state.

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Anxiety- a fear or nervousness about what might happen (dictionary)-in this study, this

word was used as mean of deep involuntary thinking of what might possibly happen that

leads to nervousness.

Multicultural country- where people with different nationalities, languages, religions and

ethnicities living together (dictionary) - in this study it is something that incorporates

ideas, beliefs or people from many different countries and cultural backgrounds.

Impede- delay or prevent (someone or something) by obstructing them; hinder

(dictionary)- in this study it means to delay or block the progress of the students to learn

English.

Bilingual- (of a person) speaking two languages fluently (dictionary) - in this study it

describes a person or community that speaks English and their local language.

Solidarity- unity or agreement of feeling or action, especially among individuals with a

common interest; mutual support within a group (dictionary)- in this study it means having

a language that bind people together as one.

Conceptual Framework

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The researchers developed a conceptual framework; this framework guided the

researchers’ analysis of research findings. The conceptual paradigm of the present study

where in the input-process-output model.

The first box or the input consists of the following: Demographic Profile (Age and

Sex), and the Factors affecting English speaking skills of the respondents specifically

medium-related, personal-related and school-related factors.

On the second box, the process used in the study is described. The researchers

used observation, conducted survey through self-made questionnaires distributed to the

respondents to gather information needed and the analysis and interpretation of data

through different statistical tools.

And the last box is the output or the outcome which is the determination of the

research problems.

Conceptual Paradigm

INPUT PROCESS OUTPUT

Determined the
Demographic Profile Observation Factors Affecting
of the Respondents in English Speaking
terms of: Gathering of data Skills of the Grade 12
needed using the Technical Vocational
 Age research instrument/s Livelihood Education
 Sex students.
Analysis of data.
Factors affecting
Interpretation of data.
English speaking
skills of the EXACT COLLEGES OF ASIA
respondents in terms Senior High School
of:
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FEEDBACK

Figure 1 The schematic diagram of the study.

Statement of the problem

The study aims to identify the Factors affecting English speaking skills of the

accountancy, business and management students of EXACT Colleges of Asia, Inc.

More so, it sought to answer the following research questions;

1. How may the demographic profile of the respondents be described in terms of:

1.1 age; and

1.2 sex?

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2. How may the Factors affecting the English speaking skills of the respondents be

described in terms of;

2.1 Medium-related factor,

2.2 Personal-related factor, and

2.3 School-related factor?

3. Based on the results, what are the recommendations on the factors affecting the

English speaking skills of the respondents?

Significance of the study

The result of this study may have significant value to the following;

To the Students

This study aims to contribute information regarding of the English speaking skills

of the students so that they can practice the precise treatment for them to improve their

English speaking skills and express their thoughts and ideas freely.

To the Teachers

If their students have the confidence to speak in English, therefore, teachers will be

also benefited because they can easily engage their students in learning and the discussion

will flow smoothly if the students can freely express their ideas.

To the Researchers

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This study is also beneficial to the researchers because it can develop their English

speaking skills and good communication skills.

To the Future Researchers

Results of the study may serve as basis in coming up with another study to support

or negate present findings.

Chapter 2

Review of related literature and studies

This chapter aims to present related studies and important concepts gleamed for

literature that has been found useful in the conceptualization of the present study.

The reviewed literature and studies provided sufficient information regarding the

variables involved in the study.

Local Literature

Cabigon (2015), Globally, Philippines is recognized as one of the largest English-

speaking nations where in majority of its population know on how to speak English

language. Aside from that it is one of the strength of the Philippines that can use to helped

drive the economy and even made the Philippines as the top voice outsourcing destination

in the world because it is the language in commerce and law , as well as the primary

medium of instruction in education. Through the programs being offered locally the

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influx of foreign learners of English is also rise due to it is more relatively affordable but

quality English as a second language (ESL). The stakeholders cohere that the country

needs to step up its efforts in improving the teaching and learning of English. Enhancing

the teaching of English in the Philippines may presents a lot of opportunities for the

country specially in the area of tourism. If they know how to speak English fluently they

can easily reach or communicate other people.

As mentioned by (Claro, 2012), speaking fluent English is the strategic edge of the

country that can attract foreign investors to set up companies and outsource labor. But

others use it to belittle their countrymen who cannot speak it fluently. Like on his example

the young Filipina berating the security guard using her collegial English. Fluency in

English will continue to be a most useful skill set of every educated Filipino. It is already

part of the countries culture and global identity as a bilingual nation. And be proud of it.

But languages, because of their capacity for communication, must only be used to unite

people and never to divide us by distinguishing the educated from the unprivileged.

Learning started in school, teachers need to encourage students to rethink and reflect on

how they should use the skills learned in school in order to use their education to help

others and not to belittle them.

English is used in the Philippines by media and various educated Filipino. It is

used widely in the education field. They taught it since grade one until college and it is

considered as one of a major subject and it is also the medium of instruction in many

schools. English is always there even in textbook for subject such as biology, physics,

mathematics and others. Aside from education, it is also used in religious affairs, print
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and broadcast media and business. Some movies and TV programs in English has no

subtitle and are expected to be directly understood. But the most significant contribution

of the English language to the Philippines might be on the socio- economic field. Because

of the strong command of English language of the Filipinos, several opportunities opened

for their country. These opportunities are mainly: overseas employment, the outsourcing

industry, tourism and enrolment of international students in the Philippines. English

language has a big role in economy, society and in country. But despite of the economic

benefits of being an English-speaking Nation Filipinos haven't been maximizing it and in

fact, studies are showing that the Filipinos' grasp of the English language is slipping while

other Asians are fast catching up. And based on the studies done by Reputable

international organization such as International English Language Testing System (IELS)

shows that the English skills of Filipinos are deteriorating. (2016)

According to (Loyala 2018), present status of English Communication skills of

Filipinos are quite impressive than the other countries that are also teaching and

communicating in English. The Philippines is one of the countries that are best known

when it comes in English speaking. Even though the countries like Singapore and

Malaysia are more learned to speak in English, Filipinos are better than them and from all

over the world they're still one of the best to communicate through universal language.

Philippines is the only country in the southeast Asia to fully mandate a bilingual public

education for all children starting from grade school aside from Malaysia. Philippines

educational system is very unique when it comes in teaching. They uses English language

as one of the mediums for teaching Science, Mathematics and technology courses and this

is one of the reason why the Philippines is recognized globally as one of the largest

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English-speaking nations. Aside from good in communicating in English, Filipinos have

the good personality and good sense of communicating skills that impress the tourists and

increase from year to year that also helped their country in many aspects such as economy,

education, and business.

Foreign Literature

According to Adil (2019), there are many problems that students faced by speaking

in English language fluently. Having the knowledge about speaking English is a demand

of today's world. People lead to understand and speak the English language. Every place

in this world anywhere you go, people can speak and even understand English language. It

plays a great role for the people in a society. It is an important subject for the people to

learn, understand and speak. For interacting and sharing thoughts with the people all over

the world, English can be a great medium to communicate with them. The students are

compelled to learn and study the English language, the students’ needs to understand and

speak English language. After 16 years of studying students can't speak in English

fluently. This is a very serious issue that the researcher wants to study and know the

reasons behind it.

English has become the widely spoken language in the whole world. It is spoken in

101 countries, Arabic is spoken us 60, Chinese in 33, French in 51 and Spanish in 31

countries. English acquire lingua franca status in international business, worldwide

diplomacy, and science.

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English has known to be the "universal" language comes with a large price, in

terms of vulnerability. Conflict begins to arise when English is used as a second language

to the speakers, listeners or even both. Their own understanding of English and their first

language can change what they believe no matter how competent they are. They seem to

operate slightly when someone uses their second language; they tend to perform

differently that want they function in their language. This is referred to as the "foreign

language effect". This shows that native speakers, for example; Chinese tend to have more

risk in gambling when they received good and positive feedback in their native language

(wins), compared to the negative ones (losses). This trend disappeared, and they become

less hasty, when the same positive feedback was given to them in their second Language-

English. They are said to be more rational in speaking in English. Dealing with the second

language can be seen as a positive thing, when it comes to human interaction the picture is

potentially much darker. Research has found that speakers are also likely to be emotional

and show less empathy and consideration for the emotional state of others using their

second language (Thierry 2018).

According to Essberger (2010), reading English is a very active process. The

writer does a lot of work, but the reader also has to work hard, you have to imagine a

scene in your hand, understand clearly what the writer is trying to say and agree or

disagree with the writer when reading a text, you have to do some of these. Listening,

speaking and writing are important when you learn a language. Reading can also be very

helpful. Some of the advantages associated with reading include learning Vocabulary in

Context. You can learn or encounter New words by reading, by that you will widen and

learn this vocabulary easily. You may not even need to use a dictionary while reading

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because you can easily guess the meaning from the rest of the text. Reading gives you a

good example for writing. You can learn from the structures and expressions that you

usually read and can use in writing. By reading you can also see correctly structured

English that can give you guide in learning grammatical English naturally. Working at

your own speed, this is one of the big advantages of reading because you can read and

work at your own time and speed. You can read ten pages in 30 minutes and can explore 1

page in 1 hours, it depends on your own choice. It doesn't matter. Personal interest, you

can read any article that you like, for example if you like to read about football you can

read it in English, it will help you to improve your English and can get information at the

same time.

According to Nordquist (2019), (ESL or TESL) is known to be a traditional term

for the use of the English language by the non-native speakers in an English speaking

community. That specific community maybe a country which English is the mother

tongue. It's is also known as English for speakers of other languages.

Second language which is the English refers to specialized approach to language

teaching designers for those whose primary language is not English. You can divide up

countries according to whether they have English as a native language as a second

language or as a foreign language. There is a big difference between English as a foreign

language and English has an actual assigned communicate status within the society. There

is a total of 75 territories where in English has special place in the society.

Local Studies

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The local study is the book and thesis based statements and to have more Insights

for this study, There were five local studies that was closely related to this study just like

the study of Benasing (2013), The English speaking proficiency of the fourth year students

of Mindanao State University of Sultan Naga Dimaporo High School in the school year

2012-2013 this study talks about the English speaking proficiency of the fourth year

students at the said school with a specific school year this study aims to evaluate the

proficiency of their students in speaking English.

As well as the study of Estaquio (2015), The Second Language Learners'

Proficiency Level and the factors affecting their Speaking Ability. This study attempted to

find out the English proficiency level of 367 second language learners of Isabela State

University and the factors affecting their speaking ability in many different perspectives

that Estaquio indicated based on his study that he conducted.

Another study was The Factors affecting the English Proficiency of the Elementary

pupils at Central Philippines University, (Solis, Eusebio, Yu, Aguilar, Bayot, and Villaruel

2013). It studies the ability of mimicking the foreign language that would lead to

interconnectedness that would bridge nations and culture towards progress. It is through

language man can express his thought and free their selves from the prison of ignorance. It

has seven functions: (1) the instrumental function: using language to get things.(2) the

regulatory function : using language to control the behaviour of others.(3)the personal

function : using language to express personal feelings and meanings .(4) the interactional

function : using language to create interaction to others.(5)the heuristic function : using

language to learn and discover. (6) The imaginative function: using language to create a

world of the imagination. (7) The representational function: were using language to

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communicate information, this statement were used in evaluating questions to be utilized

in their questionnaires.

Speaking difficulties of Philippine Indigenous learners in English Phonology by

Leaño (2017), it studies the difficulties of the Filipino Indigenous learners in speaking

English the reasons, factors that influencing the said specific Indigenous learners, the

study uncovered speaking difficulties of indigenous learners in English phonology. It

determined deficiencies in Alphabet Knowledge; Phonics and Word Recognition; and

Phonological Awareness. It was a qualitative research conducted through case studies of

five mainstreamed Grade 2 indigenous learners in Isabela, Philippines.

Foreign Studies

Al Zoubi (2018), the purpose of his study is to enhance the oral communication

skills (conversations) of ANU students. The sample of the study consisted of 20 students

(12 female students and 8 male students) all of them are studying English language; the

majority of the sample were the seniors and juniors students, while freshman were

minority students. The researchers used random sample method. To achieve the objectives

of the present study, the researchers used semi- structured interview as an instrument for

data collection. The results of this study revealed that the students of ANU face many

problems related to speaking skill, such as confusion and embarrassment; students did not

learn speaking lessons correctly at school, and face difficulty in pronouncing some words.

The results also showed that the most frequent problems were the limited amount of

vocabulary among students, while the least frequent problems were the difficulty in

understanding questions. This study also presented some of appropriate solutions to

overcome the weakness in speaking skill, such as practicing speaking English inside
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and outside the classroom effectively, using the modern social media to communicate in

English and to express the students’ feelings and needs.

Based on the study conducted by (Al Hosni 2014) entitled “Speaking Difficulties

Encountered by Young English as Foreign Language Learners” speaking is the dynamic

utilization of language to communicate meaning, and for youthful students, the

communicated in language is the medium through which another dialect is experienced,

comprehended, rehearsed, and learnt. As opposed to oral aptitudes being basically one part

of learning language, the expressed structure in the youthful student's homeroom goes

about as the prime wellspring of language learning. However, speaking issues can be

significant difficulties to viable unknown dialect learning and correspondence. English as

Foreign Language (EFL) students, regardless of the amount they think about the English

language, despite everything face many speaking difficulties. Many have shown that oral

language improvement has generally been dismissed in the classroom, and more often

than not, oral language in the classroom is utilized more by instructors than by pupils.

Notwithstanding, oral language, even as utilized by the educator, barely ever works as a

methods for pupils to pick up information and investigate thoughts. To build up the

information to manage oral correspondence issues in an EFL setting, analysts first need to

know the genuine idea of those issues and the conditions in which 'issues' are built.

According to (Kiran and Al 2020), the principle discoveries of investigation were:

by showing English as a subject to the pupils and not as a language offer vent to repetition

memory just to finish the assessment out of weight. Enough time isn't given to different

activities and open doors for the improvement of talking capacity. Pupils additionally

complained about scolding, and discouraging by their instructors for not talking

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effectively. In spite of the fact that the educators and pupils are similarly liable for the

poor talking capacity, yet the instructors are increasingly mindful by having the expert

information and aptitudes. To improve the talking capacity, more weight on the nature of

books at the essential level, enough time given to talking and phonetic drills of

understudies, no chastening however arrangement of neighbourly condition, causing

useful and material procedures by educators for pupils while talking more often than not

in English, to create strength and trust in pupils for posing inquiries from their instructors,

no stuffed classes, grants and inspiration for pupils, the job of media, for example, tuning

in to CNN and BBC, consideration of viva-voce in the assessment framework at different

levels for checking the fitness of the applicants, forward-thinking and steady preparing of

instructors, orchestrating different exercises and offset in the courses regarding writing

and language ought to be there to give chances to improve the language competency of

pupils.

Speaking is one of the most significant abilities to be created and improved as

methods for successful correspondence. Speaking ability is respected one of the most

troublesome parts of language learning. Numerous language students think that it’s hard to

communicate in communicated language. They are for the most part confronting issues to

utilize the unknown dialect to communicate their musings viably. They quit talking since

they face mental snags or can't locate the appropriate words and looks. The cutting edge

universe of media and mass correspondence requires great information on communicated

in English. This paper targets setting up the need to concentrate on the components

influencing on language students' English talking aptitude. This audit paper follows out

the group of research concerning the term talking, the significance of talking, and

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attributes of talking execution, talking issues, and factors influencing talking execution.

As per the audit of writing, proper talking guidance was seen as the students' need and a

field wherein they need more consideration. This examination can be valuable to

educators and specialists to consider their language students' communicating in needs in

English language instructing and learning setting (Kiran & Al 2020).

Relationship between the Present Study and the Future study

This present study is similar to the study of Liu (2015) because they aimed to

explore the factors related to the English speaking ability of students; however, they differ

on their respondents because the present study focuses on the Accountancy Business and

Management. Thus, a survey questionnaire investigated 147 engineering students The

results of the survey were as follows: 1) there was no significant difference in listening

and speaking ability between male and female students; 2) there was no significant

influence on geographical and parental factors, such as the level of education of parents

and the level of listening and speaking capacity of parents; (3) The average values of five

objective factors affecting listening and speaking ability range from high to low: social

environment, English teachers, teaching resources, teaching materials and curriculum

settings; and (4) the average value of the four subjective factors affecting listening and

speaking ability ranged from high to low: learning attitude, learning motivation.

This study is also comparable to the previous study of Palpanadan and Ahmad

(2018) because they both explore the crucial challenges faced by the English speaking

graduates. A survey technique has been used to gather data from a Malaysian

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university's 150 civil engineering graduates while the present study only focus on the

accountancy, business and management students. The data were analyzed using

descriptive statistics and an overview of factors. The sampling adequacy value estimate

for Kaiser-Meyer-Olkin (KMO) was .907 (highly significant). Analysing the factor

showed four primary factors: lack of practice, poor reading habits, poor vocabulary and

cramming habits. In addition, the study gave some suggestions for improving their oral

relational skills.

It is also similar on the study of (Solis, Eusebio, Yu, Aguilar, Bayot, and Villaruel

2013) conducted at Central Philippine University (CPU) entitled “Factors Affecting the

English Proficiency of the Elementary Pupils at Central Philippine University” because

they both focus on the possible factors affecting English skill and the English proficiency

of Central Philippine University (CPU), they only differ on their respondents because the

previous study emphasis on the Grades V and VI pupils, while this study only focus at the

accountancy, business and management students. Solis et al. (2013) it further examined

the respondents ' similarities and differences according to the factors listed, and their

connection with the pupils ' English skills. Chi-square, Cramer's V, and Gamma analyzes

were used to analyze data obtained from CPU Elementary Department 174 Grade V and

VI pupils who were subjected to a self-administered one-shot-survey. The studies have

shown that female pupils are more competent than male pupils, as shown by the

researchers ' results of the English ability test. The read level often reflects on the pupils '

English skills. Other variables such as age, sex, parental income, parental education, study

hours, orientation, extent of television viewing, text messaging, extent of use of online

social networks and computer games, and frequency of reading.

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It is also comparable to the previous study of (Bhattacharya, 2017), “Factors

affecting ESL learners' English Speaking Skills” because they both intend to explore the

talking issues of a cross-area of college students studying Communicative English. The

research tells about with the globalization of the world and the far reaching utilization of

the English language, the English students' oral correspondence ability, is getting

progressively significant. In this way, students are required to have high oral English

capability. In any case, disappointedly, and find that college students' English speaking

capacity stays far less attractive and the greater part of them despite everything can't

convey adequately and unquestionably. The extraordinary number of wrong expressions

that students of English produce means that how genuine the issue is. There is a need to

find the purposes for this stressing pattern. Given the shortage of research in Kolkata, right

now, was felt that it is opportune to examine this issue. It additionally investigates the

basic factors that add to the presence of these challenges. It looks to set up students' self-

view of their own troubles dependent on a poll study. The investigation recognized the

principle learning troubles in English speaking as apparent by the pupils. However, they

differ when it comes to the respondents of the study because the present study focuses

only on grade 11 accountancy, business and management students at EXACT Colleges of

Asia, Inc. Senior High School department.

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Chapter 3

Methodology

This chapter presents the research method, locale of the study, sample and

sampling procedure, respondents of the study, the research instrument, data collection and

the statistical analysis of data.

Research Methodology

This study utilized the descriptive method, wherein this type of research method is

used to gather data concerning the factors affecting English speaking skills of the Grade

11 Accountancy, Business and Management students.

This study was a quantitative type of research; therefore, survey questionnaires or

survey checklists are used to gather information needed to accomplish the study.

Locale of the study

The study was conducted at EXACT Colleges of Asia, Inc. It is located at

Suclayin, Arayat, Pampanga where the researchers are currently enrolled.

Sample and Sampling procedure

To get the definite number of respondents, total enumeration was utilized. Thus,

the researchers picked 65 students out of 65 students to conduct survey.

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Respondents of the Study

The respondents of the study comprised of 65 Grade 11 ABM students.

Specifically, 31 respondents were from Diligent while 34 came from Fortitude. 19 of them

are male and 46 are females

Grade and section Class size Total number of

respondents

11-ABM Diligent 31 31

11-ABM Fortitude 34 34

Total 65 65

*65 grade 11 ABM students are the total number of respondents of the study

Research Instrument

The main instrument used in this research was a validated survey questionnaire. Its

content was adapted from studies conducted by Palpanadan and Ahmad (2018).

The first part of the survey questionnaire comprised respondents’ demographic

profile such as sex, age and academic performance. The second part was about the factors

affecting English speaking skills of the respondents' in a form of a likert scale consisting

of choices which are the following:

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4 - SA (Strongly Agree)

3 - A (Agree)

2 – DA (Disagree)

1 – SDA (Strongly Disagree)

Data collection

After constructing the survey questionnaire, a teacher was asked to validate its

content in order to solicit further comments and suggestions to improve it. Afterwards, the

researchers request for permission to the person-in-charge of Senior High School

department to conduct a survey. After the permission was granted, the researchers

preceded to the distribution of the survey questionnaires. The researchers then chose a

specific time and date when to gather data. Before the actual gathering of data, the

researchers asked for permission from the advisers of whose classes might be interrupted

while conducting the survey. Copies of questionnaire were distributed to the respondents

and were given enough time to answer the survey form. The researchers successfully

retrieved 100% of the questionnaires administered.

Statistical analysis of data

The data gathered to determine the factors affecting English speaking skills of the

respondents are tallied, tabulated, and interpreted by the researchers. The researchers used

weighted mean and percentage. The formula and indicators are as follows:

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Percentage (%) This will be used to describe the relationship of the Eight Learning styles

with the whole population.

Formula:

f
p = n x 100

Where:

P = percentage

f= frequency

n = total frequency (population)

To get the overall evaluation for the survey questionnaires, weighted mean will be

computed with the use of the following formula:

Formula;

wv= ∑n
wv

Where:

∑ = Summation of

wm = weighted mean

n = total number of items

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the result of the data gathered on the factors affecting

English speaking skills of Grade 11 Accountancy, Business and Management students of

EXACT Colleges of Asia, Inc.

The presentation of the data is based on the statement of the problem.

1. How may the demographic profile of the respondents be described in terms of:

1.1 age;

1.2 sex?

2. How may the Factors affecting the English speaking skills of the respondents be

described in terms of;

2.1 Medium-related factor,

2.2 Personal-related factor, and

2.3 School-related factor?

3. Based on the results, what are the recommendations on the factors affecting the

English speaking skills of the respondents?

Table 1: Demographic Profile

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Table 1.1: Frequency Distribution of the respondents on 11-ABM according to their

age.

AGE FREQUENCY PERCENTAGE

More than 16 years old 48 73.85%

16 years old and below 17 26.15%

Total 65 100%

Table 1.1 shows the respondents on two sections 11-ABM strands according to

their age out of sixty-five (65) respondents forty-eight (48) or 73.85% are in the age above

16, while the remaining seventeen (17) or 26.15% are in the age of 16 and below.

Table 1.2: Frequency Distribution of the respondents on 11-ABM according to their

sex.

SEX FREQUENCY PERCENTAGE

Male 19 29.23%

Female 46 70.77%

Total 65 100%

Table1.2. presents the frequency distribution of the respondents of two sections 11-

ABM strand according to their sex. Among the sixty-five (65) respondents, forty-six (46)

or 70.77%of them are female, while the other nineteen (19) or 29.23% are male.

Table 2. Assessment of the respondents according to factors affecting English

speaking skills of the Grade 11 Accountancy, Business and Management students.

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INDICATORS 4- 3- 2- 1- WEIGHT
Strongly Agree Disagree Strongly ED
Agree Disagree MEAN

1. I rarely practice English with 14 19 18 14 2.51

peers.
56 57 36 14 Disagree
2. I have negative experiences in 38 5 22 0 3.25
speaking English.
152 15 44 0 Agree

3. I only want to learn to speak 19 21 21 4 2.85

English to pass the subject. Agree
76 63 42 4

4. I believe learning English is a 21 26 14 4

waste of time. 2.98
84 78 28 4 Agree
5. I am afraid of committing 17 20 21 7
mistake in front of other people. 68 60 42 7 2.72
Agree
6. I find it difficult to speak in 37 11 8 9 3.17
English especially if the teacher is 148 33 16 9 Agree
strict.
7. I can freely express myself if I 36 20 5 4
use my mother tongue whenever I 3.35
speak. 144 60 10 4 Agree
8. I seldom speak to teachers in 16 12 24 13
English in the class. 2.48
64 36 48 13 Disagree
9. I do not have enough words to 14 27 15 9
speak in English. 56 81 30 9 2.71
Agree
10. I am terrified of the idea of 26 12 19 8
being laughed at. 104 36 38 8 2.86
Agree
Grand Weighted Mean = 2.89

Table 2 shows the assessment of the respondents (both 11-ABM Fortitude and

Diligent) on the extent of their English speaking skills. In the table presented, you can

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easily observe the weighted mean of every indicator. In the first statement, which is “I

rarely practice English with peers.” got a weighted mean of 2.51 that falls under the

category of DISAGREE. The second statement which is “I have negative experiences in

speaking English.” got a weighted mean of 3.25 that falls under the category of AGREE.

The third statement which is “I only want to learn to speak English to pass the subject.”

got a weighted mean of 2.85 which falls under the category of AGREE. The fourth

statement which is “I believe learning English is a waste of time." got a weighted mean of

2.98 which falls under the category of AGREE. The fifth statement was “I am afraid of

committing mistake in front of other people.” got a weighted mean of 2.72 that falls under

the category of AGREE. The sixth statement which is “I find it difficult to speak in

English especially if the teacher is strict." got a weighted mean of 3.17 which falls under

the category of AGREE. The seventh statement which is "I can freely express myself if I

use my mother tongue whenever I speak.” got a weighted mean of 3.35 which falls under

the category of AGREE. The eighth statement which is “I seldom speak to teachers in

English in the class.” got a weighted of 2.48 which falls under the category of

DISAGREE. The ninth statement which is “I do not have enough words to speak in

English.” got a weighted mean of 2.71 which falls under the category of AGREE. And

finally, the tenth statement which is “I am terrified of the idea of being laughed at.” got a

weighted mean of 2.86 which falls under the category of AGREE.

Chapter 5

Summary, Conclusion and Recommendation

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The present study was designed to determine the factor affecting English speaking

skills of Accountancy, Business and Management students of EXACT Colleges of Asia,

Inc. located at Suclayin, Arayat Pampanga for the school year 2019-2020. Utilizing 65

grade 11 ABM students at the said school, and a descriptive method of research, through

formulating the different factors affecting English speaking skills of the respondents, the

researchers used the result as the basis and answer to the following questions;

1. How may the demographic profile of the respondents be described in terms of;

1.1 age; and

1.2 sex?

2. How may the Factors affecting the English speaking skills of the respondents be

described in terms of;

2.1 Medium-related factor,

2.2 Personal-related factor, and

2.3 School-related factor?

3. Based on the results, what are the recommendations on the factors affecting the

English speaking skills of the respondents?

Summary of Findings:

1. The frequency distribution of the respondents which are the two sections of

Grade 11-ABM students according to their age shows that sixty-five (65)
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respondents, forty-eight (48) or 73.85% are in the age of 16 years old and above, while

the remaining seventeen (17) or 26.15% are in the age of below 16 years old. The

frequency distribution of the respon///////////////////////dents of two sections 11-ABM

strand according to their sex shows that among the sixty-five (65) respondents, forty-

six (46) or 70.77% of them are female, while the other nineteen (19) or 29.23% are

male.

2. The indicator that got the highest weighted mean was “I can freely express

myself if I use my mother tongue whenever I speak” having a 3.35 weighted mean that

falls under the category of AGREE was a Medium related factor. The indicator that

got the second highest weighted mean on the other hand was “I have negative

experiences in speaking English” having a weighted mean of 3.25 which falls under

the category of AGREE was a Personal related factor. Lastly, the indicator that got the

third highest weighted mean was “I find it difficult to speak in English especially if the

teacher is strict” with the weighted mean of 3.17 which falls under the category of

AGREE was a School related factor.

Conclusion
Based on the findings of this study, the researchers came up with the following

conclusions:

1. Majority of the respondents are with ages of above 16 years old and also, it was

found out that most of them are female.

2. Based on the results, the researchers conclude that the respondents prefer to use

their mother tongue as their medium when speaking to express their idea.

Utmost of the Accountancy Business and Management students have

experienced such negative situations when speaking in English.

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Many of the respondents agreed that it is tough for them to speak in English

particularly if the teacher is strict.

Recommendation

Based on the conclusions made, the researchers recommended the following:

1. The findings suggest that it is fine for the respondents to use their mother tongue.

Likewise, they should develop their fluency in English language since it is

essential in the professional world.

2. The Accountancy Business and Management students should give more time

practicing speaking in English for them to be confident enough and to avoid

undesirable experience.

3. The teacher should (and must) maintain atmosphere that encourages learning

during class hours for their students to participate and state their answers in

English even he/she commits a mistake.

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