speech anxiety and the oral reading fluency-presentation

8/19/2019 Speech Anxiety and the Oral Reading Fluency-presentation

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SPEECH ANXIETY AND THE ORAL READING FLUENCYOFBSED- ENGLISH3rd YEAR STUDENTS

A Thesis Presented to the Facultyof the COLLEGE OF EDUCATION

University of Southeastern PhilippinesDavao City

In Partial Fulfillment of the Requirements for the DegreeBachelor of Secondary Education

Major in English GENARD NEIL BARRIOS

JOANA MICHELLE DURANO JESSICA ESMEDINACHERRY JANE GOMEZ August 2013


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Chapter I

THE PROBLEM AND RELATED LITERATURE

Introduction

Public speaking or talking in front of others constantly counts as one of theprimary fears of individuals.

Speech anxiety, communication apprehension, fear of public speaking, or just

plain fear, one thing is certain; the majority of people experience the samething when speaking to a group of people in a formal setting.

On the other hand, oral reading uency describes the ease of the person whocan read a passage of text aloud.

!he ability to speak well in public is very important to success in a career"oriented world.

#n view of this situation, this study aims to $nd out the relationship betweenspeech anxiety and the oral reading uency of %S&d &nglish ' rd year students.


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Review of Reated Literature

On Speech anxiety

Speech anxiety can be extremely overwhelming, hindering school and workperformance.

(esearchers use the term communication apprehension to describe this conditionand de$ne it as the fear or anxiety associated with real or anticipatedcommunication with others )*wyer, +-

(othwell )/001 stated simply a clear plan for managing your speech anxiety andthe most e2ective plan begins to take shape very early in the public speakingprocess

Speech apprehension is the anxiety or fear of the prospect of facing up the public todeliver a speech )3ucas /00+.

4ccording to 5igglar )+' speech anxiety is a powerful emotion that inuences ouremotions in many negative ways.

6y7ysto$c8 9ein )+- stated that $ne public speaking is very important in order tosucceed in our present career"oriented world, experiential studies have linked oral

communication ability to such measures of success as $nding a job and progressinga career )&stes, +:.


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owever, even the best and the smartest have experience speech anxietyand some experienced sever speech anxiety.

Speech anxiety is a very common fear )%reakey, /00


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On Oral (eading 9luency

Oral reading uency describes the east with which a person can read a passageof text aloud.

udson, 3ane 8 Pullen )/00


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*r. !#mothyy =. (asinski )/001 discussed in his book which is the assessingreading uency of the three )' components of uencyE accuracy,4utomaticity, and Prosody.

!he theory of automaticity in reading suggests that depro$cient worddecoding occurs when readers move beyond conscious, accurate decodingto automatic, accurate decoding )3aberge8 Samuels +:1; Samuels, /00/;Stanovich, ++ .

Prosody is a component of reading uency which stresses the appropriate

use of phrasing and expression )*owhower, +-:, ++; Schreiber, +-0,+-:, ++; Schreiber 8(ead, +-0.

9luent reading reAuires speedy recognition of words, decoding accuracy,and oral expressiveness )prosody.


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Theoretica !ra"ewor#

!his study is based on the following theoriesE

Speech anxiety refers to those situations when an individual reports he orshe is afraid to deliver a speech )4yres 8 opf, +'.

Communication 4pprehension or C4 )%aker and 4yers, +1.Communication apprehension has a direct e2ect on the personexperiencing apprehension and on the mechanisms of the conversation.

!he theory of (asinski )/00


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Conceptua !ra"ewor#

Independent $aria%e Dependent$aria%e

3evel of Speech4nxiety

Oral (eading9luency

•4ccuracy•4utomaticity

•Prosody


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&tate"ent of the pro%e"

!his study will be conducted in order to $nd out the relationship betweenspeech anxiety and the oral reading uency of %S&d &nglish 'rd yearstudents.

Speci$cally, this study sought to answer the following AuestionsE

+. >hat is the level of speech anxiety of %S&d &nglish 'rd year students of thecollege of &ducation in the Fniversity of Southeastern PhilippinesG

/. >hat is the level of oral reading uency of the %S&d &nglish 'rd year studentsof the college of &ducation in the Fniversity of Southeastern Philippines interms of )a accuracy, )b automaticity, and )c prosodyG

'. #s there a signi$cant relationship between the level of speech anxiety andthe oral reading uency of %S&d &nglish 'rd year students of the college of

&ducation in the Fniversity of Southeastern Philippines in terms of )a4ccuracy, )b 4utomaticity, and )c Prosody


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Nu H'pothe(i(

!he Oral (eading 9luency of %S&d &nglish 'rd year students of the college of&ducation under the Fniversity &vening Program in the Fniversity of Southeastern

Philippines is not a2ected by their level of Speech 4nxiety in terms of 4ccuracy,4utomaticity, and Prosody.

Chapter )

METHOD

Re(earch De(i*n

!he research design chosen by the researchers for this study is the descriptive"correlational method. !his method was selected in order to determine therelationship between the level of speech anxiety and the oral reading uency ofthe 'rd year %S&d"&nglish &vening students and to explore its functions.

Re(pondent(

!he respondents of this study are the students of 'rd year %S&d H &nglish of theCollege of &ducation, under the Fniversity &vening Program of the Fniversity ofSoutheastern Philippines. !hey are selected to be the respondents of this study,which would test their level of anxiety and oral reading competency, in order tosee the relationship between the results of the two tests and to see its implications

on their becoming future &nglish teachers.


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Sampling *esign

!he respondents were selected in the form of purposive sampling since theresearchers purposely selected the 'rd year %achelor of Secondary &ducation Iajor in&nglish students of the College of &ducation under the Fniversity &vening Program.

(esearch #nstruments

!o identify who are communicatively apprehensive among the chosen sample, theresearchers measured the respondentBs speech anxiety through the use of avalidated scale which is the Personal (eport of Communication 4pprehension )P(C4

of James IcCroskey )+-/.

!he researchers will use a passage entitled ?Kext Leneration (ice Iiracles@ from(eaderBs *igest )4ugust /00- to measure the oral reading uency in terms ofaccuracy, automaticity, and prosody with the use of scale and rubric in assessing oralreading uency adapted from *r. !imothy =. (ansinski and J. 5utell )++.

!able +E Score of the Personal (eport of Communication 4pprehension)IcCroskey,+-/,!able / shows the scale for the level of Speech 4nxiety, !able ' shows thescale for the levels of performance for word decoding accuracy, !able 1 shows thescale for determining the automaticity level. 4ppendix 4 shows the P(C4. 4ppendix% shows the ?Kext Leneration (ice Iiracles@ passage.

)(&9&( to 4(* COPM


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Data +atherin* Procedure

!he following procedural steps are being followed for conducting the study.

+. Seeking permission to conduct the study.

/. Seeking permission to administer the Auestionnaire and the passage.

'. Lathering *ata

1. 4naly7ing and interpreting data

speech anxiety and the oral reading fluency-presentation

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