Strategic Interventions on Glossophobia for Grade-12 Students in the San Pablo Integrated School for SY 2017-2018

Abstract

INTRODUCTION

This Action Research was financed by the Basic Education Research Committee (BERF) Region V through the facilitation of the Division Research Committee, Camarines Sur and Planning Policy and Research Division, Region V.Albeit, enormous researches, and interventions have been conducted to improve the oral communication skills of people all over the world, glossophobia or fear of public speaking is still an issue. Indeed, the Grade-12 students in San Pablo Integrated School suffer this type of phobia during class discussions and oral communication activities. In this research, the researcher conducted enormous interventions and exposed students to classroom oral communication activities highlighted with competition through a culminating activity of the High School Department.

METHODS

A descriptive-evaluative design was used. Observation checklist/rubrics were used as instruments in assessing the performance of the students while the survey questionnaire was the main tool in gathering the data. Weighted mean and rank were used in presenting and analyzing the data. The qualitative and quantitative method was used in the discussion.

RESULTS

Findings showed that the level of performance of Grade-12 students was “satisfactory”with a weighted mean of 28.31 hence, the problems encountered by the students in Oral Communication were 1) nervousness andfear, 2) Lack of proper practice of the language, 3) Use of English filler words, and 4) stuttering. The interventions conducted by the researcher were “accepted”by the students with a weighted mean of 3.08 and the results of the interventions yielded toninety-nine percent (99%) of the students' improvement.

DISCUSSIONS

The level of performance of Grade-12 students in oral Communication is satisfactory, there are problems encountered by the students, the interventions conducted by the researcher are accepted and the interventions conducted resulted in a 99% improvement of the students' performance. Conversely, the results demonstrate a need for continuous exercises and speaking activities of the students to obtain a very satisfactory orexcellent performance and overcome nervousness in public speaking. English teachers should also formulate school policies such as speak the language during English classes; there should be an English Zone to practice students' spontaneity and fluency of the language and the teachers should also integrate more drills like tongue twisters and pronunciation drills to avoid stuttering and use of filler words.