PERCEIVED FACTORS AFFECTING ENGLISH SPEAKING SKILL

OF ENGLISH MAJOR STUDENTS

Eddie G. Odson Riezel Mae G. Banig

INTRODUCTION

English is the dominant international language of the 21st century. It is spoken at a

useful level by some 1.75 billion people – a quarter of the world’s population. As the
language of communications, science, information technology, business, entertainment and
diplomacy, it has increasingly become the operating system for the global conversation
(British Council: The Evolution of English, 2013).

Thus, proficiency in English is a need to every individual especially to learners

aiming to enter the international world. English Proficiency involves four macro skills
specifically: reading, writing, listening and speaking. However, this study focuses on the
English speaking skill of students majoring in the language.
Bailey (2000) defines speaking as a process of interaction where speakers intend to
build meaning through producing, receiving and processing information. When speaking,
we construct words and phrases with individual sounds, and we also use pitch change,
intonation, and stress to convey different meanings (Harmer 2007: 29). Moreover, speakers
have a great range of expressive possibilities at their command. Apart from the actual
words they use they can vary their intonation and stress which helps them to show which
part of what they are saying is most important. By varying the pitch and intonation in their
voice they can clearly convey their attitude to what they are saying, too; they can indicate
interest or lack of it, for example, and they can show whether they wish to be taken
seriously. At any point in a speech, event speakers can rephrase what they are saying; they
can speed up or slow down. This will often be done in response to the feedback they are
getting from their listeners who will show through a variety of gestures, expressions and
interruptions that they do not understand. And in a face to face interaction the speaker can
use a whole range of facial expressions, gestures and general body language to help to
convey the message (Harmer, 2007: 53).

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 The importance of speaking should also be noted to further understand this study.
According to Ur (1996), speaking seems to be the most important skills of all the four skills
because people who know a language are usually referred to as speakers of that language.
In this statement, Ur specified speaking the language as an identity of the speaker.
Furthermore, Bygate (1987) expanded the importance of this skill:” Speaking is the vehicle
par excellence of social solidarity, of social ranking, of professional advancement and of
business. It is also the medium through which much language is learnt, and which for many
is particularly conductive for learning. Perhaps then, the teaching of speaking merits more
thought.” It is further seconded by the British Council through Volume 1: The Evolution
of English (2013) wherein, the ability to speak English can place you step ahead of the
competition, gives you many opportunities, and opens a world of information and
communication.

Therefore, the primary aim of teaching the speaking skill is to realize a good oral
production which can be defined as “the ability to express oneself intelligibly, reasonably,
and accurately without too much hesitation otherwise communication may break down
because the listener loses interest or get impatient " (Hughes,2002 extracted from Byrne
1986). However, not all language learners after many years studying English can
communicate effectively with the right fluency and accuracy as Tatham and Morton (2006:
273) supported that many people can understand a language but they cannot speak it.

In order to help these kinds of learners to develop and improve their English
speaking skill, it is necessary to figure out ways or strategies to help them. However, the
factors that affect their speaking performance must be identified first so that the appropriate
measure will be executed.

According to Tuan and Mai (2015), the factors affecting the speaking skill of
learners are performance condition, affective factors, topical knowledge and feedback
during speaking activities. Performance condition is observed when learners carry out a
speaking activity under different conditions. This condition involves time pressure,
planning, the quality of performance, and the amount of support (Nation & Newton, 2009).
The second factor is affective in which, motivation, self-confidence, and anxiety are the

2
three main types (Krashen, 1982). Topical knowledge is the third factor. Bachman and
Palmer (1996) defined it as the knowledge structures in long-term memory and asserted
that it has a great impact on the learners’ speaking performance. It enables students to apply
language with respect to the world in which they live. The fourth factor is related to the
feedback during speaking activities. Harmer (1991) stated that if instructors directly correct
their students’ problems, the flow of the dialogue and the aim of the speaking task will be
spoiled. Baker and Westrup (2003) supported the above statement and said that if learners
are always corrected, they will be demotivated and afraid of talking. It has been suggested
that instructors should always correct their learners’ mistakes positively and give them
more support and persuasion while speaking.

On the other hand, Woodrow (2006) showed that anxiety has a negative effect on
the oral performance of English speakers. Speaking anxiety may originate from a
classroom condition with the different abilities of language learners. Learners are divided
into two groups: strong and weak ones. The strong learners often dominate the slow and
weak ones. The weak learners do not usually want to talk in front of the strong ones which
leads to their silence during the whole class activity.

Furthermore, Leong and Ahmadi (2017) supported the effects of affective factors
in speaking skill of learners in their study “An Analysis of Factors Influencing Learners’
English Speaking Skill”. They concluded that learners with a low self-esteem, higher
anxiety, and low motivation have serious difficulties in speaking skill in spite of having
acceptable linguistic skills. They recommended that students should have a friendly and
cooperative environment that can help them overcome their difficulties in oral
performance.

In 2013, Henna Paakki conducted “A Comparative Study of Finnish and Japanese

Adult Learners of English” focusing on the Difficulties in Speaking English and
Perceptions of Accents. She found out that both the Finns and the Japanese saw speaking
English as difficult. The main factors that influenced the informants’ speech were social,
instruction & input and neurological factors. It also seemed that accent related issues

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created some type of pressure and difficulty in speaking English. This study can show us
that even adult learners who have broader experiences in lives still have issues regarding
speaking the English language.

Yuehong Wei & Li Zhang (2013) discovered that autonomous ability, negative
transfer of mother language, how to choose the proper words, and oral English learning
environment hinder the oral English learning of Chinese college students through their
study “The Survey on Barriers of Oral English Learning for College Students in China”.
However, they stated that the attitudes to oral English learning are not the barriers in
learning process. Instead, they can promote the motivation in the oral English learning.
Also, majority of their respondents realize the differences between Chinese and Western
thinking as the biggest barriers in oral English learning. Most of them are proud of their
achievements in oral English learning and think that the oral English learning can satisfy
their own interests. Therefore, Wei and Zhang recommended that thinking training,
encouragement and fairly evaluation are the effective ways to resolve the difficulties in
oral English learning.

These studies conducted over the years have shown various factors affecting the
English speaking skill of learners. These factors may significantly contribute to the
learners’ success or failure in developing the speaking skill of the second language.
Consequently, this research chose to use the common factors present in the various
researches in conducting this study.

II. OBJECTIVES OF THE STUDY

This research primarily aimed to determine the perceived factors affecting the
English speaking skill of English Major students of Quirino State University-Main
Campus. Likewise, the study endeavor to determine if the respondents’ age, sex, and
ethnicity affect their English speaking skill.
III. STATEMENT OF THE NULL HYPOTHESIS
There is no significant difference significant difference when grouped according

to their profile

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 IV. SIGNIFICANCE OF THE STUDY
The findings of this study could provide a record that can be used as a concrete
reference for more meaningful educational services related to the study. Results could be
useful in the solution of problems related to teaching and learning the English speaking
skill. Definitely, students, teachers, administrators, parents and other research enthusiasts
could benefit from this study. With the result of this study, the students not only the English
majors could find essential feedback and information about English speaking skill which
could provide guidance and direction in the development of their specified skill. Moreover,
the results could also guide the teachers in improving their teaching practices or strategies
that can enhance the speaking skill of learners. Consequently, emphasis on the
improvement of the English program will be looked into with the English program content
which can be improved based on the needs of the students. This study could also be
beneficial to parents since results will guide them in choosing the opportunities and
interventions that should be provided to their children so as to enhance their speaking skill.
Also, the result of the study could provide meaningful data useful for other research
enthusiasts. Hopefully, more replicate studies along this line of concern can be done to
further ascertain the factors and coping mechanisms of learners involving their English
speaking skill.

V. SCOPE AND DELIMITATIONS OF THE STUDY

This study primarily focused on the perceived factors and coping mechanisms of
104 BSE students of Quirino State University-Main Campus in Region II. The choice of
the locale is prompted by the fact that they are offering Bachelor of Secondary Education
Major in English which is the core of the study. With this, it is presumed that the students
belonging to said degree could be the best representative of the desired type of students for
the study. The perceived factors affecting the English speaking skills of the respondents
are given through a set of questionnaires given to them in which the researcher can
formulate coping strategies appropriate for these factors.

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 CHAPTER II

METHODOLOGY

The chapter describes the planning, development and implementation procedures

that leads to the completion of the study, which comprises of a detail of the research design,

the methods used in developing this study, the respondents’ contribution technique, data

analysis tool, research environment and the gathering instruments included in the entire

planning development stages of this study.

Research Design

The study is mainly a descriptive research which describes a certain phenomenon

specifically the factors affecting English speaking skill among of BSE students.

Research Environment

This study was conducted at BSE Department of the College of Teacher Education,

Quirino State University, Diffun Campus, during the Second Semester, School Year 2017-

2018 by which the respondents were the 104 BSE students.

Research Instrument

This study used a structured questionnaire for the students. The first part includes

the respondents’ profile and the second comprises of the perception of the respondents of

the factors affecting the speaking skill among BSE students.

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Data Gathering Procedure

The researchers asked permission and approval from the BSE Program Chair in

conducting the study with recommendation of the research adviser and in floating the

questionnaire validated by the English Instructors of CTE. The researchers themselves

floated the questionnaires personally to the respondents to ensure 100 percent retrieval.

The structure of the questionnaires is the basis for coming with the information needed in

the study.

Statistical Tools Used

In order to interpret the data gathered, the frequency counts, simple

percentages were used.

1. Frequency Counts and Percentages. These were used to determine the

profile of the respondents as to sex, age, ethnic affiliation and dialect spoken

at home.

2. Mean. This was utilized to describe the factors affecting the English

speaking skill and coping strategies of the respondents

3. Analysis of Variance (ANOVA). This was used to test the significant

difference of the factors affecting the English speaking skill of the

respondents when grouped by age, ethnic affiliation and dialect spoken at

home.

4. t-test. This was utilized in assessing the significant difference of the

factors affecting the English speaking ability of the respondents when

grouped by sex.

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 Chapter III

RESULT AND DISCUSSION

This chapter includes the profile of the respondents, mean agreement on the

perceived factors affecting English speaking skill, tests of significant difference on the

mean agreement of the perceived factors affecting English speaking skill when respondents

are grouped by profile and supposed environments for learning English speaking skill.

Table 1 Profile of the Respondents

Profile Particulars Frequency Percent

Ethnic Affiliation Ilocano 77 74.00
Tagalog 3 2.90
Ifugao 18 17.30
Others 6 5.80
Age 18 – 19 49 47.10
20 – 21 46 44.20
22 – 23 7 6.70
24 – 25 2 1.90
Sex Male 33 31.70
Female 71 68.30
n = 104

Table 1 shows the profile of the respondents in terms of sex, age, ethnic affiliation.

It reveals that there are 33or 31.70 percent male and 71 or 68.30 percent females. When it

comes to age, there are 49 or 47.10 percent 18-19 years old, 46 or 44.20 percent 20-21

years old, 7 or 6.70 percent 22-23 years old, and 2 or 1.9 percent 24-25 years old. In terms

of ethnic affiliation, there are 77 or 74 percent Ilocano, 3 or 2.90 percent Tagalog, 18 or

17.30 percent Ifugao, and 6 or 5.80 percent who belong to other ethnic affiliation.

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 The table further shows that the study is dominated by female, majority of the

respondents are 18 - 19 years old & above. It further reveals that the study is dominated by

Ilocano.

Table 2 Mean Agreement on the Perceived Factors Affecting English Speaking Skill
of the Respondents
Items Mean Description

Speaking English is very important 3.64 SA

1
2 I am very interested in learning speaking English 3.47 SA
3 Thinking different influence speaking English learning 3.31 SA
Choosing proper words in speaking English is very
3.54 SA
4 difficult
The achievements in speaking English mainly rely on
2.92 A
5 teachers
6 I want to learn speaking English very much 3.67 SA
My affection always influences my English speaking
3.23 A
7 skill
My mother language always interferes with speaking
2.68 A
8 English learning
I can't choose the proper words in expressing meaning
2.96 A
9 when speaking in English
I always make the same mistakes in choosing words in
2.86 A
10 speaking English and can't correct them easily
Teaching methods of speaking English teachers
3.05 A
11 always affect my speaking English performances
The purpose of improving English speaking is to go
2.48 D
12 abroad
The purpose of improving English speaking is to find
3.03 A
13 a good job
The purpose of improving English speaking is to get
2.61 A
14 high grades
The purpose of improving English speaking is to meet
3 A
15 my own interest
16 I can make my own English speaking learning plan 3.09 A
I think the most difficult in speaking English is how to
3.1 A
17 present the meaning of words

9
 I think the most difficult in speaking English is the
3.13 A
18 thinking differences of learners
I think the most influential factor is lack of good
3.46 SA
19 speaking English environment
I think the most influential factor is lack of
3.13 A
20 independence in speaking English learning
21 I am always worried in speaking English learning 3.18 A
22 Learning English speaking makes me proud. 3.26 SA
The communication between teachers and students is
3.35 SA
23 very important in learning English speaking
When I come to difficult sentences in speaking
English, I always think in my mother language first 3.09 A
24 and translate them into English
I think the most important part in learning speaking
2.76 A
25 English is language and we can neglect the culture
Grand Mean 3.12 A
Legend: 3.26 – 4.00 Strongly Agree (SA)
2.51 – 3.25 Agree (A)
1.76 – 2.50 Disagree (D)
1.00 – 1.75 Strongly Disagree (SD)

Table 2 shows the mean agreement on perceived factors affecting English speaking skill

of the respondents. It reveals that respondents considered the factors as “agree” evident in

the grand mean 3.12 respectively.

Table 3 Mean Agreement on the Perceived Factors Affecting English Speaking Skill
of the Respondents when Respondents are grouped by Ethnic Affiliation
Ilocano Tagalog Ifugao Others
Items
M D M D M D M D
Speaking English is very important 3.61 SA 3 A 3.89 SA 3.67 SA
1
I am very interested in learning
3.45 SA 3.33 SA 3.56 SA 3.5 SA
2 speaking English
Thinking different influence speaking
3.26 SA 3.33 SA 3.44 SA 3.5 SA
English learning
3
Choosing proper words in speaking
3.62 SA 3.67 SA 3.22 A 3.33 SA
English is very difficult
4

10
 The achievements in speaking English
2.96 A 2.33 D 2.78 A 3.17 A
mainly rely on teachers
5
I want to learn speaking English very
3.69 SA 3.33 SA 3.61 SA 3.83 SA
6 much
My affection always influences my
3.19 A 2.67 A 3.39 SA 3.5 SA
English speaking skill
7
My mother language always interferes
2.7 A 2.33 D 2.61 A 2.83 SA
with speaking English learning
8
I can't choose the proper words in
expressing meaning when speaking in 2.97 A 3 A 2.78 A 3.33 SA
9 English

I always make the same mistakes in

choosing words in speaking English 2.88 A 2.33 D 2.67 A 3.33 SA
and can't correct them easily
10

Teaching methods of speaking English

teachers always affect my speaking 3.05 A 3 A 3.06 A 3 A
English performances
11
The purpose of improving English
2.45 D 1.67 SD 2.61 A 2.83 A
speaking is to go abroad
12
The purpose of improving English
3.04 A 2.33 D 3.11 A 3 A
speaking is to find a good job
13
The purpose of improving English
2.61 A 1.67 SD 2.78 A 2.5 D
speaking is to get high grades
14
The purpose of improving English
2.97 A 2.67 A 3 A 3.5 SA
speaking is to meet my own interest
15
I can make my own English speaking
3.01 A 3 A 3.22 A 3.67 SA
learning plan
16
I think the most difficult in speaking
English is how to present the meaning 3.06 A 2.67 A 3.17 A 3.5 SA
17 of words
I think the most difficult in speaking
English is the thinking differences of 3.06 A 2.67 A 3.33 A 3.5 SA
18 learners
I think the most influential factor is
lack of good speaking English 3.53 SA 3 A 3.17 A 3.67 SA
19 environment

11
 I think the most influential factor is
lack of independence in speaking 3.1 A 2.67 A 3.22 A 3.5 SA
20 English learning
I am always worried in speaking
3.35 SA 2.33 D 2.61 A 3.17 A
21 English learning
Learning English speaking makes me
3.27 SA 3 A 3.28 SA 3.17 A
22 proud.
The communication between teachers
and students is very important in 3.31 SA 3.33 SA 3.44 SA 3.5 SA
23 learning English speaking
When I come to difficult sentences in
speaking English, I always think in my
3.13 A 3 A 2.83 A 3.33 SA
mother language first and translate
24 them into English
I think the most important part in
learning speaking English is language 2.83 A 2.33 D 2.33 D 3.33 SA
25 and we can neglect the culture
Grand Mean 3.13 A 2.75 A 3.08 A 3.33 SA
Legend: 3.26 – 4.00 Strongly Agree (SA) 2.51 – 3.25 Agree (A) 1.76 – 2.50 Disagree (D) 1.00 – 1.75 Strongly Disagree (SD)

Table 3 shows the mean agreement on perceived factors affecting English speaking

skill of the respondents when they are grouped by ethnic affiliation. It reveals that those

who are Iloko, Tagalog and Ifugao “agree” to the factors with grand mean 3.13, 2.75 and

3.08 while those who belong to other affiliation “strongly agree” evident in the grand mean

3.33 respectively.

Table 4 ANOVA on the Mean Agreement of the Perceived Factors Affecting English
Speaking Skill when Respondents are grouped by Ethnic Affiliation

Items F- p- Decision
computed value
Reject
Speaking English is very important 3.756 .013
Ho
Accept
I am very interested in learning speaking English .237 .870
Ho
Thinking different influence speaking English learning .836 .477 Accept Ho
Choosing proper words in speaking English is very Accept Ho
.237 .870
difficult
The achievements in speaking English mainly rely on Accept Ho
1.135 .339
teachers
I want to learn speaking English very much .878 .455 Accept Ho
My affection always influences my English speaking skill 1.872 .139 Accept Ho

12
 My mother language always interferes with speaking Accept Ho
.432 .730
English learning
I can't choose the proper words in expressing meaning Accept Ho
1.262 .292
when speaking in English
I always make the same mistakes in choosing words in Accept Ho
2.008 .118
speaking English and can't correct them easily
Teaching methods of speaking English teachers always Accept Ho
.019 .996
affect my speaking English performances
The purpose of improving English speaking is to go abroad 1.415 .243 Accept Ho
The purpose of improving English speaking is to find a Accept Ho
.785 .505
good job
The purpose of improving English speaking is to get high Accept Ho
1.512 .216
grades
The purpose of improving English speaking is to meet my Accept Ho
1.045 .376
own interest
I can make my own English speaking learning plan 2.244 .088 Accept Ho
I think the most difficult in speaking English is how to Accept
1.437 .236
present the meaning of words Ho
I think the most difficult in speaking English is the Reject
2.738 .047
thinking differences of learners Ho
I think the most influential factor is lack of good speaking Accept Ho
English .111 .954
environment
I think the most influential factor is lack of independence Accept Ho
1.714 .169
in speaking English learning
I am always worried in speaking English learning .363 .780 Accept Ho
Learning English speaking makes me proud. .287 .835 Accept Ho
The communication between teachers and students is very Accept Ho
.387 .763
important in learning English speaking
When I come to difficult sentences in speaking English, I Accept Ho
always think in my mother language first and translate 1.387 .251
them into English
I think the most important part in learning speaking Accept Ho
2.616 .055
English is language and we can neglect the culture

Table 4 shows the ANOVA of difference on the perceived factors that affect

English speaking skill of the students when grouped by ethnic affiliation. It can be noted

that factor number one and eighteen has a computed p-value (0.013) and (0.047) which is

lower than the 0.05 significance level. This shows that the result is significant which leads

to the rejection of the null hypothesis which states that there are no significant differences

13
on the factors affecting the English speaking skill of the BSED students when grouped by

profile.

The table implies that ethnic affiliation has something to do with the factors

affecting the English speaking skill of the students.

Table 5 Mean Agreement on the Perceived Factors Affecting English Speaking Skill
of the Respondents when Respondents are grouped by Age

18 – 19 20 – 21 22 – 23 24 – 25
Items
M D M D M D M D
1 Speaking English is very important 3.63 SA 3.7 SA 3.43 SA 3.5 SA
I am very interested in learning
3.47 SA 3.5 SA 3.43 SA 4 SA
2 speaking English
Thinking different influence speaking
3.22 A 3.4 SA 3.57 SA 3.5 A
3 English learning
Choosing proper words in speaking
3.43 SA 3.7 SA 3.43 SA 3.5 SA
4 English is very difficult
The achievements in speaking
2.86 A 2.9 A 3.14 A 3.5 SA
5 English mainly rely on teachers
I want to learn speaking English very
3.67 SA 3.7 SA 3.57 SA 4 SA
6 much
My affection always influences my
3.14 A 3.3 SA 3.43 SA 3 A
7 English speaking skill
My mother language always
interferes with speaking English 2.76 A 2.6 A 2.71 A 3 A
8 learning
I can't choose the proper words in
expressing meaning when speaking in 2.94 A 2.9 A 3.43 SA 3 A
9 English
I always make the same mistakes in
choosing words in speaking English 2.78 A 2.9 A 2.86 A 3 A
10 and can't correct them easily
Teaching methods of speaking
English teachers always affect my 3.1 A 2.9 A 3.57 SA 3 A
11 speaking English performances
The purpose of improving English
2.31 D 2.6 A 3.14 A 2.5 D
12 speaking is to go abroad
The purpose of improving English
2.9 A 3.1 A 3.43 SA 3 A
13 speaking is to find a good job

14
 The purpose of improving English
2.41 D 2.8 A 3 A 2 D
14 speaking is to get high grades
The purpose of improving English
2.96 A 3 A 3.14 A 2.5 D
15 speaking is to meet my own interest
I can make my own English speaking
3.02 A 3.1 A 3.57 SA 2.5 D
16 learning plan
I think the most difficult in speaking
English is how to present the 3.04 A 3.2 A 3.29 SA 2.5 D
17 meaning of words
I think the most difficult in speaking
English is the thinking differences of 3.02 A 3.2 A 3.43 SA 3 A
18 learners
I think the most influential factor is
lack of good speaking English 3.16 A 3.8 SA 3.29 SA 3.5 SA
19 environment
I think the most influential factor is
lack of independence in speaking 3.06 A 3.2 A 3.29 SA 3 A
20 English learning
I am always worried in speaking
3.51 SA 2.9 A 3.14 A 2 A
21 English learning
Learning English speaking makes me
3.18 A 3.4 A 3.14 A 3 A
22 proud.
The communication between teachers
and students is very important in 3.33 SA 3.3 A 3.43 SA 4 SA
23 learning English speaking.
When I come to difficult sentences in
speaking English, I always think in
3.1 A 3 A 3.14 A 3.5 SA
my mother language first and
24 translate them into English
I think the most important part in
learning speaking English is language 2.82 A 2.7 A 2.86 A 3 A
25 and we can neglect the culture
3.0
Grand Mean 3.07 A 3.2 A 3.27 SA A
8
Legend: 3.26 – 4.00 Strongly Agree (SA) 2.51 – 3.25 Agree (A) 1.76 – 2.50 Disagree (D) 1.00 – 1.75 Strongly Disagree (SD)

Table 5 shows the mean agreement on the perceived factors affecting English

speaking skill of the respondents when respondents are grouped by age. It reveals that

respondents who are 22-23 years old are “strongly agree” to the factor evident in the grand

15
mean 3.27 while those who 18-19, 20 -21 and 24-25 are “agree” to the factor evident in the

grand means 3.07, 3.2, and 3.08 respectively.

Table 6 ANOVA on the Mean Agreement of the Perceived Factors Affecting English
Speaking Skill when Respondents are grouped by Age

Items F- p - value Decision

computed
Accept
Speaking English is very important .707 .550 Ho
Accept
I am very interested in learning speaking English .661 .578 Ho
Thinking different influence speaking English learning 1.113 .348 Accept Ho
Choosing proper words in speaking English is very Accept Ho
difficult .136 .939
The achievements in speaking English mainly rely on Accept Ho
teachers .726 .539
I want to learn speaking English very much .422 .738 Accept Ho
My affection always influences my English speaking skill .948 .421 Accept Ho
My mother language always interferes with speaking Accept Ho
English learning .621 .603
I can't choose the proper words in expressing meaning Accept Ho
when speaking in English 1.452 .232
I always make the same mistakes in choosing words in Accept Ho
speaking English and can't correct them easily .428 .733
Teaching methods of speaking English teachers always Accept Ho
affect my speaking English performances 2.556 .059
The purpose of improving English speaking is to go abroad 2.294 .082 Accept Ho
The purpose of improving English speaking is to find a Accept Ho
good job 1.127 .342
The purpose of improving English speaking is to get high Accept Ho
grades 2.476 .066
The purpose of improving English speaking is to meet my Accept Ho
own interest .442 .723
I can make my own English speaking learning plan 2.057 .111 Accept Ho
I think the most difficult in speaking English is how to Accept
present the meaning of words 1.053 .373 Ho
I think the most difficult in speaking English is the Accept
thinking differences of learners 1.505 .218 Ho
I think the most influential factor is lack of good speaking Accept Ho
English environment .392 .759

16
I think the most influential factor is lack of independence Accept Ho
in speaking English learning .629 .598
I am always worried in speaking English learning .426 .735 Accept Ho
Learning English speaking makes me proud. 1.152 .332 Accept Ho
The communication between teachers and students is very Accept Ho
important in learning English speaking .906 .441
When I come to difficult sentences in speaking English, I Accept Ho
always think in my mother language first and translate .368 .776
them into English
I think the most important part in learning speaking Accept Ho
English is language and we can neglect the culture .268 .848

Table 6 shows the ANOVA of difference on the personal factors when respondents

are grouped by age. It reveals that all the computed p-values are higher than the 0.05

significance level. This means that the result is not significant which leads to the acceptance

of the null hypothesis which states that there are no significant differences on the factors

affecting the English speaking skill of the BSED students when grouped by profile..

The table implies that age has nothing to do with the factors affecting the English

speaking performance of the students.

Table 7 Mean Agreement on the Perceived Factors Affecting English Speaking Skill
of the Respondents when Respondents are grouped by Sex

Male Female
Items
M D M D
1 Speaking English is very important 3.61 SA 3.66 SA

I am very interested in learning speaking English 3.55 SA 3.44 SA

2
Thinking different influence speaking English
3.21 A 3.35 SA
3 learning
Choosing proper words in speaking English is very
3.91 SA 3.37 SA
4 difficult
The achievements in speaking English mainly rely on
2.85 A 2.96 A
5 teachers
6 I want to learn speaking English very much 3.64 SA 3.69 SA

17
 My affection always influences my English speaking
3.18 A 3.25 A
7 skill
My mother language always interferes with speaking
2.85 A 2.61 A
8 English learning
I can't choose the proper words in expressing
2.97 A 2.96 A
9 meaning when speaking in English

I always make the same mistakes in choosing words

2.88 A 2.85 A
in speaking English and can't correct them easily
10
Teaching methods of speaking English teachers
3.09 A 3.03 A
11 always affect my speaking English performances
The purpose of improving English speaking is to go
2.45 D 2.49 D
12 abroad
The purpose of improving English speaking is to find
2.88 A 3.1 A
13 a good job
The purpose of improving English speaking is to get
2.61 A 2.61 A
14 high grades
The purpose of improving English speaking is to meet
3.27 SA 2.87 A
15 my own interest

I can make my own English speaking learning plan 3.21 A 3.03 A

16
I think the most difficult in speaking English is how
3.18 A 3.06 A
to present the meaning of words
17
I think the most difficult in speaking English is the
3.24 A 3.07 A
18 thinking differences of learners
I think the most influential factor is lack of good
4.15 SA 3.14 A
19 speaking English environment
I think the most influential factor is lack of
3.18 A 3.11 A
20 independence in speaking English learning

21 I am always worried in speaking English learning 3 A 3.27 SA

22 Learning English speaking makes me proud. 3.39 SA 3.2 A

The communication between teachers and students is

3.21 A 3.41 SA
very important in learning English speaking
23
When I come to difficult sentences in speaking
English, I always think in my mother language first 3.12 A 3.07 A
24 and translate them into English

18
 I think the most important part in learning speaking
3.03 A 2.63 A
English is language and we can neglect the culture
25
Grand Mean 3.19 A 3.09 A
Legend: 3.26 – 4.00 Strongly Agree (SA) 2.51 – 3.25 Agree (A) 1.76 – 2.50 Disagree (D) 1.00 – 1.75 Strongly Disagree (SD)

Table 2 presents the mean agreement on personal factors that affect English

speaking skill when respondents are grouped by sex. It can be noted that both males and

females considered the factors as “agree” evident in the grand means 3.19 and 3.09

respectively

Table 8 T-test on the Mean Agreement of the Perceived Factors Affecting English
Speaking Skill when Respondents are grouped by Sex

Items t-computed p - value Decision

Accept
Speaking English is very important 1.021 .315 Ho
Accept
I am very interested in learning speaking English .243 .623 Ho
Thinking different influence speaking English learning 1.430 .234 Accept Ho
Choosing proper words in speaking English is very Accept Ho
difficult 3.126 .080
The achievements in speaking English mainly rely on Reject Ho
teachers 11.717 .001
I want to learn speaking English very much 1.025 .314 Accept Ho
My affection always influences my English speaking skill 1.392 .241 Accept Ho
My mother language always interferes with speaking Accept Ho
English learning .027 .871
I can't choose the proper words in expressing meaning Accept Ho
when speaking in English .876 .351
I always make the same mistakes in choosing words in Reject Ho
speaking English and can't correct them easily 6.192 .014
Teaching methods of speaking English teachers always Accept Ho
affect my speaking English performances .655 .420
The purpose of improving English speaking is to go abroad .936 .336 Accept Ho
The purpose of improving English speaking is to find a Accept Ho
good job .379 .539
The purpose of improving English speaking is to get high Accept Ho
grades 1.076 .302
The purpose of improving English speaking is to meet my Accept Ho
own interest .866 .354

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I can make my own English speaking learning plan 2.934 .090 Accept Ho
I think the most difficult in speaking English is how to Accept
present the meaning of words 3.282 .073 Ho
I think the most difficult in speaking English is the Accept
thinking differences of learners 3.878 .052 Ho
I think the most influential factor is lack of good speaking Reject Ho
English environment 5.309 .023
I think the most influential factor is lack of independence Accept Ho
in speaking English learning 2.112 .149
I am always worried in speaking English learning .663 .417 Accept Ho
Learning English speaking makes me proud. 1.770 .186 Accept Ho
The communication between teachers and students is very Reject Ho
important in learning English speaking 4.667 .033
When I come to difficult sentences in speaking English, I Reject Ho
always think in my mother language first and translate 6.123 .015
them into English
I think the most important part in learning speaking Accept Ho
English is language and we can neglect the culture .033 .856
Table 8 shows the t-test of significance on the factors affecting English speaking

skill of BSED students when grouped by sex. It shows that factor number 5, 10, 19, 23 and

24 has a computed p-value lower than the 0.05 significance level. This means that the result

is significant which leads to the rejection of the null hypothesis which states that there are

no significant differences on the teacher factors affecting the English speaking skill of the

BSED students when grouped by profile.

The table implies that sex has something to do with the teacher factors affecting

the English speaking skill of the students

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II.1. Frequency and Percentage of Respondents Who Respond on the Supposed
Environments for Learning English Speaking Skill.

Suggestions Frequency Percent

(1) Often practice; there should one foreign teacher to teach us; 29 27.88462
(2) English communication among many people; 71 68.26923
(3) You must communicate with others in English; 72 69.23077
(4) Movie watching and chatting in English; 71 68.26923
(5) Consider the native language form; 39 37.5
(6) Relaxing environment; 35 33.65385
(7) Being involved often in English communication; 68 65.38462
(8) English only; 10 9.615385
(9) Being active; 40 38.46154
(10) Topic in oral English class should be related to daily life and
interesting; 60 57.69231
(11) There should be some multimedia teaching devices; 51 49.03846
(12) Cultural atmosphere is also needed; 35 33.65385
Table II.1 shows frequency and percentage of respondents who respond on the

supposed environments for learning English speaking skill. It shows that suggestion

number eight has the least frequency and percentage of 10 or 9.615385. and suggestion

number three has the greatest frequency and percentage of 72 or 69.23077 respectively.

The table implies that the students less prefer the atmosphere of English only

however they like to communicate others with English.

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II.2. Frequency and Percentage of Respondents Who Did Not Respond on the
Supposed Environments for Learning English Speaking Skill.

Suggestions Frequency Percent

(1) Often practice; there should one foreign teacher to teach us; 75 72.11538

(2) English communication among many people; 33 31.73077

32 30.76923
(3) You must communicate with others in English;

(4) Movie watching and chatting in English; 33 31.73077

(5) Consider the native language form; 65 62.5

(6) Relaxing environment; 69 66.34615

36 34.61538
(7) Being involved often in English communication;

(8) English only; 94 90.38462

(9) Being active; 64 61.53846

(10) Topic in oral English class should be related to daily life and 44 42.30769
interesting;
(11) There should be some multimedia teaching devices; 53 50.96154

69 66.34615
(12) Cultural atmosphere is also needed;
Table II.2 shows frequency and percentage of respondents who did not respond

on the supposed environments for learning English speaking skill. It shows that

suggestion number three has the least frequency and percentage of 32 or 30.76923 and

suggestion number eight has the greatest frequency and percentage of 94 or 90.38462

respectively.

The table has the same implication on the other table presented earlier.

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CONCLUSION

Based on the findings of the result of the analysis of data, the following

conclusions are drawn:

 The respondents are mostly female, 18 and 19 years old and Ilocano.

 Ethnic affiliation and sex has something to do with the factors affecting

the English speaking skill of the students.

 Age has no effect on the factors.

 The students like to communicate others with English.

RECOMMENDATION

Based on the conclusions, the following recommendations have been drawn.

 Students may intensify their desires and interest to elevate their speaking

skills. It is highly recommended that students should participate actively in

the classroom speaking interactive communicative activities.

 They should also grab opportunities to learn English grammar by

participating in workshops and seminars.

 Teachers should manifest tactfulness to the learner who does not speak

English correctly or whose English accent is poor.

 They should design good speaking activities that could evoke students’

interest to participate and practice English speaking skill.

 Other researchers may conduct some research in wider scope to validate or

support this research in order to intensify teacher’s approaches in speaking

activities.

23