CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter presents the data with their corresponding analysis,

and interpretation of the data by examining each problem in determining

the factors affecting the English oral communication skills of grade-12

ABM and Automotive students of Lapasan National High School.

Problem 1. What is the profile of the students in terms of?

1.1 Age

1.2 Gender

Table 1

Frequency Distribution of Respondents According to Age

AGE GROUP FREQUENCY PERCENTAGE

17-19 25 69%

20-22 9 25%

23 ABOVE 2 5.55%

TOTAL 36 100%
 Graph 1

Distribution of the Respondents According to Age

Age
8.11%
5.41%

2.70% 2.70%

35.14%
10.81%

2.70%

32.43%

17 18 19 20 21 22 23 24

Graph 1 presents the frequency distribution of the respondents by

age group. The table showed that the highest percentage is 69% or 25

respondents belong to the age group of 17-19 years old and the lowest

percentage is 5.55% or 2 of the respondents belong to the age group of

23 years old and above. This implies that the majority of the respondents

belong to the 17-19 years old.

 Table 2

Frequency Distribution of Respondents According to Gender

GENDER FREQUENCY PERCENTAGE

FEMALE 13 36%

MALE 23 64%

TOTAL 36 100%

Graph 2

Distribution of Respondents According to Gender

Gender

36.11%

63.89%

Fema l e Ma l e
 Graph 2 showed the frequency distribution of respondents

according to gender. The data revealed that 23 or 64% of the respondents

are male and 13 or 36% of the respondents are female. This implies that

majority of the respondents were male.

Problem 2. What are the factors affecting the English oral

communication skills of grade-12 ABM and Automotive students of

Lapasan National High School in terms of?

2.1 Technology

2.2 Low Self-Esteem

2.3 Family and Peers

2.4 Lack of English Proficiency

2.5 Listening Comprehension

Table 3

Mean Distribution on Technology Factor Affecting English Oral

Communication Skills

ITEMS Weighted Mean Interpretation

1. How often do you use your

smartphone or tablet while Often
hanging out with friends or 3.5
while spending time with
family?
2. It bothers me when my
friends or family use 3.9 Often
technology while spending
time with me
3. I communicate more
frequently with friends and 3.5 Often
family via technology than I
do in person
4. I think that the presence of
technology while spending
time with others affects face- 3.7 Often
to-face interpersonal
communication negatively
5. I notice a degradation in
the quality of my
conversations with others 3.2 Sometimes
when technology is present or
being used

TOTAL 3.6 Often

Table 3 presents the mean distribution of Technology factor

affecting the English Oral Communication skills of the Grade 12 ABM

and Automotive students. The data revealed an overall weighted mean of

3.6 interpreted as Often. As shown in the table, it bothers me when my

friends or family use technology while spending time with me got the

highest mean of 3.9 interpreted as often and I notice a degradation in the

quality of my conversations with others when technology is present or

being used got the lowest mean of 3.2 interpreted as sometimes. This

means that students are

 Table 4

Mean Distribution on Low Self-Esteem Factor Affecting English Oral

Communication Skills

ITEMS Weighted Mean Interpretation

6. I am not good in 3.7 Often

speaking English with
other people.
7. I feel confident 2.6 Rarely
speaking English in
class.
8. I feel relaxed 2.2 Rarely
speaking English in
class.
9. I am worried about 3.5 Often
what opinion other
students might have
on me when I speak
English in class.
10. I feel worried 3.5 Often
about making
mistakes when
speaking English in
class.

TOTAL 3.1 Sometimes

Table 4 presents the mean distribution of low self-esteem factor

affecting the English Oral Communication skills of the Grade 12 ABM

and Automotive students. The data revealed an overall weighted mean of

3.1 interpreted as sometimes. As shown in the table, I am not good in

speaking English with other people got the highest mean of 3.7
interpreted as often and I feel relaxed speaking English in class got the

lowest mean of 2.2 interpreted as rarely. This means that students are

not good and comfortable in speaking English. Low self-esteem signs

include feeling incompetent, worthless, exaggerated, perfectionism and

unrealistic about our abilities, being overwhelmed with fear and negative

thoughts, feeling unloved, fear of change, being unrealistic about goals,

constant need of validation and recognition and distorted view of self and

others (Esmaeil et al., 2014) which affects the English oral

communication skills of the students.

Table 5

Mean Distribution on Family and Peer Factor Affecting English Oral

Communication Skills

ITEMS Weighted Mean Interpretation

11. I speak English at 2.3 Rarely

home.
12. I speak English 2.6 Rarely
with my friends.
13. My parents and
family want me to 2.8 Sometimes
learn to speak
English.
14. My parents can’t
correct me when I 2.6 Rarely
make mistakes in
English.
15. My classmates are
critical to people who
don’t know how to 3.5 Often
speak English very
well.

TOTAL 2.8 Sometimes

Table 5 presents the mean distribution of family and peer factor

affecting the English Oral Communication skills of the Grade 12 ABM

and Automotive students. The data revealed an overall weighted mean of

2.8 interpreted as sometimes. As shown in the table, my classmates are

critical to people who don’t know how to speak English very well got the

highest mean of 3.5 interpreted as often and I speak English at home got

the lowest mean of 2.3 interpreted as rarely. This means that students

are afraid of being criticized by their peers if they don’t know how to

speak English.

Table 6

Mean Distribution on Lack of English Proficiency Factor Affecting

English Oral Communication Skills

ITEMS Weighted Mean Interpretation

16. Choosing proper

words in oral English 3.6 Often
learning is very
difficult.
17. I cannot choose
the proper words in 3.5 Often
expressing meaning in
oral English.
18. I always make the
same mistakes in
choosing words in oral 3.5 Often
form and cannot
correct them easily.
19. I think the most
difficult is how to
differ the meaning of 3.5 Often
words in oral English
learning.
20. Lack of proper
practice for English
speaking leads to 3.8 Often
discomfort while
speaking in English.

TOTAL 3.6 Often

Table 6 presents the mean distribution of lack of English

proficiency factor affecting the English Oral Communication skills of the

Grade 12 ABM and Automotive students. The data revealed an overall

weighted mean of 3.6 interpreted as often. As shown in the table, lack of

proper practice for English speaking leads to discomfort while speaking

in English got the highest mean of 3.8 interpreted as often and I cannot

choose the proper words in expressing meaning in oral English , I always

make the same mistakes in choosing words in oral form and cannot

correct them easily, I think the most difficult is how to differ the meaning

of words in oral English learning got the same lowest mean of 3.5

interpreted as often. This means that students are lack of practice for
speaking the English language that leads them to feel discomfort while

using English language. Pishkar, Moinzadeh, and Dabaghi (2017) stated

that “speaking a language involves more than simply knowing the

linguistics components of the messages, and developing skills requires

more grammatical comprehension and vocabulary memorization.”

Table 7

Mean Distribution on Listening Comprehension Factor Affecting

English Oral Communication Skills

ITEMS Weighted Mean Interpretation

21. During listening, I

have difficulty
checking whether I
correctly understand 3.4 Sometimes
the meaning of the
whole chunks of the
listening text.
22. I find it difficult to
make a mental
summary of 3.2 Sometimes
information gained
through listening.
23. I find it difficult to
understand listening
texts in which there 3.4 Sometimes
are too many
unfamiliar words.
24. I find it difficult to
understand the
meaning of words 3.7 Often
which are not
pronounced clearly.
25. I find it difficult to
understand listening
texts which have 3.5 Often
difficult grammatical
structures.
26. I stop listening
when I have problems 3.3 Sometimes
in understanding a
listening text.

TOTAL 3.4 Sometimes

Table 7 presents the mean distribution of listening comprehension

factor affecting the English Oral Communication skills of the Grade 12

ABM and Automotive students. The data revealed an overall weighted

mean of 3.4 interpreted as sometimes. As shown in the table, I find it

difficult to understand the meaning of words which are not pronounced

clearly got the highest mean of 3.7 interpreted as often and I find it

difficult to make a mental summary of information gained through

listening got the lowest mean of 3.2 interpreted as sometimes. This

means that students are not able to understand the meaning of words

that are not pronounce clearly that leads them of misunderstanding and

misusage of words.