BACKGROUND OF THE STUDY

Speaking is an act of making vocal sounds. We can say speaking means to converse, or
expressing one’s thoughts and feelings in spoken language. To speak often implies Conveying
information. It maybe from an informal remark to a scholarly presentation to a formal address.
Speaking Skills are the skills that give us the ability to communicate effectively. These skills
allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner.
Speaking skills also help to assure that one won’t be misunderstood by those who are listening.
Speaking is the productive skill in the oral mode. It like the other skills, is more complicated
than it seems at first and involves more than just pronouncing words.

Confidence is being in the state that makes you feel that you can achieve what you want
in life. That you have the capabilities, the will and the way to live your life according to your
own values and beliefs without stopping to think what others will say or think about you. It is
the state that makes you a leader of your own self and not a follower to others. Where you will
acknowledge your own success and will stop comparing yourself to others. Confidence does not
mean that you think of yourself as more valuable than others or better than others or even
higher than others. People who think that way actually think very low of themselves. They feel
weak and shaky from inside and just to cover that fact putting on their high ego mask.

RESEARCH OBJECTIVE:
This study aims to determine the relationship between Speaking skills and Self-
confidence. Specifically, it has the following objectives:
1. To determine the level of the students speaking skills.
2. To determine the level of the student’s self-confidence.
3. To determine the significant relationship between the speaking skills and self-
confidence.

HYPOTHESIS
The null hypothesis will be tested at .05 level of significance using appropriate statistical
tool will be:
There is a correlation between self-confidence and speaking skills.
REVIEW OF RELATED LITERATURE
(http://digilib.unila.ac.id/1597/25/CHAPTER%20II.pdf)

THEORETICAL FRAMEWORK
Speaking is an activity of delivering massage, it occurs between speaker and listener orally. In
other words, the main point of speaking activity is that speakers communicate their massage to the
listeners. In this case, the speaker and listener should be able to understand each other. The speaker can
produce the sounds that involved the massages and the listener can receive, process, and response the
massages. According to Byrne (1984) speaking is oral communication. It is a two ways process between
speaker and listener and involve productive and receptive skill of understanding, while Huebner (1969)
states that speaking is the main skill in communication. Based on this idea it is understood that through
speaking, someone can communicate or express what she or he wants in order to understand one
another. Rivers (1978: 162) says through speaking someone can express her or his ideas, emotions and
reactions to other person or situation and influence other person.
Self-confidence relates to one’s evaluation of oneself. It is the way one feels about oneself, and
the extent to which an individual value oneself. The concept of self has a long history. The concept od
self is so persistent and prevalent in human thinking where questions about its nature have been raised
from time to time. The first proponent of the concept of self was William James. In 1890, he proposed
two fundamental aspects of the self-the ‘I’ and the ‘ME’. The ‘I’ was the knower, in contrast to ‘ME’,
which represented an empirical aggregate of things objectively known as the self (Harter, 1996).
According to James (1892) the conflict of the different Me’s- the 27 material self, the social self and the
spiritual self-resulted when a person’s aspirations or “pretensions exceeded his or her perceived success
in life”. William James gave the first clear definition in 1892 when he said that self-confidence equals
success divided by pretensions. In other words, feeling of self-worth comes from the successes an
individual achieves tempered by what the person had expected to achieve. If the person expected to do
extremely well on an exam his/her pretensions are quite high. If, however, the person expected to do
well and then scored ‘D’ his or her self-confidence should be low. This important simplistic view of self-
confidence started a movement towards a better understanding of the complex series of factors that
come together to create the positive or negative feelings individuals have about who they are. William
James further suggested that striving does as much to alleviate self-confidence problems as actual
success. Once the individual is convinced that setting a goal and striving rather than not trying at all, is
all it takes to feel good about him or herself, the person is truly on the way to having high self-
confidence. Early psychologist such as Sigmund Freud, Carl G. Jung, William James and others all realized
that an important part of what make individuals think and act the way they do is determined by the
early experiences that create their sense of self and self-confidence.
CONCEPTUAL FRAMEWORK
This present research aims at examining the importance of self-confidence on enhancing
students’ speaking skill. In order to achieve this aim, this study works on the basis of the descriptive
method for describing the relationship between two variables: self-confidence as the independent
variable and its importance on enhancing the speaking skill as the dependent variable.

The relationship between speaking skills and self-confidence was also determined in this
study.
Independent Variable Dependent Variable

SELF-CONFIDENCE SPEAKING SKILLS

SIGNIFICANCE OF THE STUDY

The findings of this study will be beneficial to the following sectors: For teachers, this
would give a positive impact on his or her students’ achievement, attitude, affective and even
socio-emotional growth. To improve the schooling experience of low progress learners,
enhancing teachers’ beliefs in their teaching competence may be a viable approach. Basically
that’s the main goal of every educator. For the students, they can have a positive thinking,
practice, training, knowledge and talking to other people are all useful ways to help improve or
boost their confidence levels.
DEFINITION OF TERMS
To establish a common frame of reference, the researcher defined the following
pertinent words operationally.
Self-confidence is the belief in oneself and abilities, it describes an internal state made
up of what we think and feel about ourselves. This state is changeable according to the
situation we are currently in and our responses to events going on around us. It is not unusual
to feel quite confident in some circumstances and less confident in others. It is also influenced
by past events and how we remember them; recalling a former success has a very different
outcome in terms of our confidence levels than thinking about an occasion when we failed.

Speaking Skills are the skills that give us the ability to communicate effectively. These
skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing
manner. Speaking skills also help to assure that one won’t be misunderstood by those who are
listening.

METHOD
This chapter presents the research design, research locale, population and sample,
research instruments, data collection, and statistical tools used.

RESEARCH DESIGN
In this study, under the non-experimental research design, correlational research model
-one of the quantitative research methods- is used. If the aim is not to effect the variables with
independent variables as in the experimental design but to define the relations between them,
then this kind of research is called correlational research (Tekbıyık, 2014). Correlational study
describes the degree to which two or more quantitative variables are related (Fraenkel, Wallen
and Hyun, 2010). Correlational researches are divided into three subtitle as bivariate
correlation studies, prediction studies and multi correlation studies according to McMilan and
Schumacher, (2014). As the correlational research has two purposes such as explaining
important human behaviors or phenomena (explanatory) or predicting the probable outcomes
(prediction), this study aims to explain if there is any relationship between variables.
RESEARCH LOCALE
The finding of this study will be specific to the context of private secondary schools of
Panabo City, Davao del Norte. The possibility for the overall applicability of the results will be
limited by the scope, the sample, accordingly, even though there will be common structures,
the finding may not have overall applicability to other systems.
Presented on the Figure 2 is the map of the Philippines consisting of 17 regions in which
the location of the City of Panabo, Davao del Norte is located in Region XI, in which the
respondents of North Davao Colleges and Francisco Adlaon Learning Institute were located.
The venue of the study, the City of Panabo, has 40 barangays and has a population of
184,599 people according to the 2015 census. Bordering Davao City to its Northeast, Panabo is
a part of the Davao Metropolitan Area. The City has an area of 25,123 hectares.

POPULATION AND SAMPLE

Random sampling will be used in the selection of the respondents. The subjects of the
study will be the 50 private senior high school students of Panabo City Division: The schools
namely are: North Davao Colleges ans Francisco Adlaon Learning Institute. The survey period
will start on the second semester of the school year 2019-2020. Furthermore, Slovin’s formula
will be used to test the validity of questionnaires which will be administered to 30 respondents.
PHILIPPINES
RESEARCH INSTRUMENTS
There are two instruments used in this study namely: Self-confidence Questionnaire and
Speaking Skills Scale.
Self-Confidence Questionnaire(SCQ). This is a three Point-Likert scale having 10 items
and is used to determine self-confidence level of the participants. Without having any negative
items, the highest point shows the high level of self-confidence. According to Akın (2007)
internal consistency coefficient for the whole questionnaire is .83 and the Cronbach alpha is
.94.
Range of Means Descriptive Level Interpretation
3 Strongly Agree This means that self-confidence is
Manifested all the time
2 Agree This means that self-confidence is
Manifested in many but not the
majority of the cases
1 Do not Agree This means that self-confidence is
Manifested in a few instances

Speaking Skills Questionnaire(SSQ). The descriptive information and English speaking

achievement grades of the participants are also stated within the questionnaire. Speaking
grades were given by the course instructors and evaluated within the level of lexical knowledge,
fluency, accuracy and meaning.

Range of Means Descriptive Level Interpretation

YES Strongly Agree This means that speaking skill is
Manifested all the time
YES, TO SOME EXTENT Agree This means that speaking skill is
Manifested in many but not the
majority of the cases
WITH DIFFICULTY Quite Agree This means that speaking skill is
Manifested in a few instances
NO Do not Agree This means that speaking skill is
Not manifested
DATA COLLECTION
The following steps were observed in the conduct of the study: After the approval of the
panel members, the researcher will undergo the following steps and procedures in gathering
data for the study. The researcher will ask permission from the office of Dean of College to
conduct the study to the different private secondary schools of Panabo City Division. Upon the
approval, the letter of endorsement will be used to accommodate the researcher to administer
the survey questionnaire to the respondents of the study. Moreover, the researcher will make
another letter to the School Heads of the respective schools. After their approval, the
researcher will administer the survey questionnaire to the respondents. Furthermore, the
researcher will retrieve the survey questionnaires after the respondents have answered all the
items. After answering the instruments, these were subjected to appropriate statistical tools on
the basis of the research objectives of the study. The result was tabulated, analyzed and
interpreted based on the purpose of the study. The researcher then provided interpretations
and recommendations to the schools’ head, curriculum heads, teachers, students, and future
researchers.

STATISTICAL TOOLS

In computing the data and in testing the hypothesis at 0.05 level of significance, the
researcher used the following statistical tools:

MEAN. This will be used to determine the level of the students’ self-confidence and
their speaking skills. These tools were used to address research objectives number 1 and 2.

PEARSON PRODUCT MOMENT CORRELATION (Pearson r). This was used to determine the
significant relationship of self-confidence to speaking skills of Senior High School students of
Panabo City. For the decision rule in accepting of rejecting the null hypothesis, alpha was set to
0.05 level of significance. This was used to address research objective number 3.