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MOIVATION STRATEGIES IN SPEAKING SKILLS COMPETENCE OF

SECOND YEAR HIGH SCHOOL STUDENTS AT LAGUNA STATE


POLYTECHNIC UNIVERSITY-SINILOAN HOST CAMPUS AND SINILOAN
NATIONAL HIGH SCHOOL: SCHOOL YEAR 2013-2014

A Thesis Proposal
Presented to the Faculty of the
College of Teacher Education
Laguna State Polytechnic University
Siniloan (HOST) Campus
Siniloan, Laguna

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education
Major in English

MA. LOURDES EM FERNANDO


SEPTEMBER 2013

Chapter 1

THE PROOBLEM AND ITS BACKGROUND

Introduction

The English Language is said to be the international medium of


communication. It is spoken in almost all countries in the world. The English
language is the bridge among the gaps of different races. It plays a very
important role in human life. Through language we express what we feel, we
share our opinions, and sometimes it became a healing tool when we voice out
how our burdens was too heavy for us to survive. Thus, English Language is
taught on different parts of the world including our country- the Philippines.
Many students nowadays who are engaged on different speaking activities
are hesitant to participate on the discussion. Behind those situations have many
reasons. Why students oftentimes remain silent mostly in English classes? It is
the teacher factors which affect their behavior? It is the flow of discussion that
students perceive English as a boring one? What are those factors which can
affect students performance is speaking? This question is expected to be
answered through the study.
On the other hand, teachers play a very significant profession in the
society. They are the ones whose responsible to mold their students as a good
citizen of the country. Teachers can be one of those factors which affect
students behavior in speaking classes. Teachers are the pilots of their day to
day learning. Their methods and strategies affect the students with a great
impact on their learning. She will also the responsible one for reinforcing them
to study and learn more each day.
According to Gardner as discussed
According
to
Gardner
as
discussed by Nguyen (2009) building up students motivation to learn is not an
easy thing to do, the same as designing an attractive and relevant syllabus that
can bring students into pleasant atmosphere to learn. There are two factors we
can find ways to motivate them: First, the internal factors which happened inside
the student themselves which is tend to be their emotional side or popularly

known as Intrinsic Motivation. The second one is the external factors around the
learner, it can be his grades or the rewards which is known as Extrinsic
Motivation.
As we observe in our students for today, we sometimes notice they are
finding a hard time expressing themselves on the second language. For this
reason, teachers and researchers find or formulate new ways of motivating the
learners to learn the second language well. Thus, the study focuses on the
motivational strategies in speaking. Motivation is known to be the driving force of
a student to achieve certain goals wether on his study or in the real world.
The above conditions stated have postered the researcher to show the
importance and the effect of Motivational Strategies in Speaking Skills
Competence of Second Year High School students at Laguna State Polytechnic
University (Siniloan HOST Campus) and Siniloan National High School with
regards to the students attitude and performance.

Background of the Study

In Education, teachers are taught to use motivation before they proceed


on the discussion. In this way students became alive through the discussion.
Motivation stimulates the senses of the students, through motivation they can
identify or create interesting background for the discussion. Several Filipino
students finds difficulty in spoken English. That is why theyve got unnecessary
grades on the subject. Teachers should monitor students performance and
attitudes in speaking. In this simple way he or she can derived a new motivation
which can awake students creative thinking.
Speaking English would really be difficult most especially if the learners
are not exposed in some activities related in the second language. They will
retain the manner of being hesistant to speak in front of the class, got low grades
develop low self- esteem and totally not learning at all.
English known to be the international medium of communication for it is
spoken in almost all parts of the world is a very important subject for a students.
Mathematics, Social Science, MAPEH, TLE, Science and Health, and most

subjects taught in almost several school are teach in English as their medium of
instruction. Also almost 70% of the contents present on the world wide web are in
English. So how can a student cope well in his studies when he cant even
express himself on the second language?
High School students at a very young age should be teach as early as
possible to build their speaking skills. Thats why sometimes schools provide
different contest in speaking, it is done not only to develop students speaking
skills but also to develop their self-esteem. By this way, we can reduce some
linguistic problems encountered by the learner. For this reason, students may
enable the academic demands and todays trends through the English medium.
On the above stated situations shows the significant of spoken english to its
user.
However, teachers can help their students to improve their speaking skills
in a way that students will find speaking English easy and exciting. In order to
make that possible we should. Motivate them first. Motivation as defined by
Whyte (2007) can have several effects on how students learns and how they
behave towards the subject matter. It can direct behavior toward particular goals,
lead to increased effort and energy, increase initiation of and persistence
inactivities, enhance cognitive processing, determine what consequencing and
reinforcing, and lead to improved performance. Because students are not always
internally motivated, they sometimes need situated motivation, which is found in
environmental conditions that the teacher creates.
With regards in motivation students in speaking, there are varied
strategies in which you can improve the students speaking skill. Some example
of these are role playing, a debate, questioning techniques, discussions,
newscasting and talkshows. If students are highly motivated to speak then they
are more likely to improve and learn well the speaking skill.

Literature Review
The review of related literature and studies are presented to provide a
provision of a substantial background of the study on the Motivational
Strategies in Speaking Skill Competency of Second Year High School Student of
Laguna State Polytechnic University- Siniloan HOST Campus and Siniloan
National High School: School Year 2013-2014.
Thus Nguyen (2009) stated that speaking is the key that unlocks the door
in the world of enlightenment and enjoyment. Learning to speak is one of the
most important accomplishments that can be achieved during ones formal
schooling. In general, teachers usually pay attention too much on lecturing
approach and ignore how students can obtain it. They learn it in passive method
with limitatiions. Corroborating this Khamkaew (2009) defines speaking and its
importance in the English language learning are tantamount to the individuals
triumphant journey in life.
For this Palsgrave (2005) stated that English can be understood all over
the world should be encouraged English which meets the international language
spoken all over the world. In relation to that Adegbite as cited by Salazar (2013)
gives two reasons why Oral English should well taught in schools intelligibility to
other speakers and oppurtunity to understand other users wherever they come
from. He explain the oracy skills that learners of language must master in
language learning.
As commented by Ebate (2008) motivation produces effective second
language communicators by planting the seeds of self confidence and also
successfully creates learners who continuosly engage themselves in learning
even after they complete a targeted goal. Recently, more and more researchers
have started conceptualizing a motivational strategies as a way to examine this
aspects. Dornyei as cited by Nguyen (2011) offered a general framework for
motivational strategies which includes four dimension: Creating basic
motivational conditions, generating initial motivations, maintaining and
encouraging positive restrospective self-evaluation. Based on his framework, a
classroom oriented investigation was carried out by Guilloteaux and Dorryei
(2008) on the class relationship between teachers motivational strategies and
students behavior in class, the frequency as well as effectiveness of a great
number of strategies employed by teachers in South Korea stimulate their
students.

While Davis and Osborn (2003) states that there are common types of
speaking activities in language classrooms that require long terms at speaking
this includes discussions, telling jokes and stories, describing something, retelling
the plot of a book or play, giving presentation and debatng issues. Related
activities to role plays include expressing feeling on creating relationships in
dialogues, play, simulations and problem solving activities or scenarios. Role
plays and related activities can includes opportunities to students to express
language related relationship and feelings appropriate for high school students.
Hall as cited by Osborn and Davis (2003) corroborating this opines that
only students who learn to speak are more motivated to learn, less bored in the
classroom and benefit cognitively from dealing with meaningful and challenging
material and activities in the language. Related to the use of speaking in the
classroom is your understanding of errors in speaking and your strategies for
effectively correcting errors in a way that will not dampen students enthusiasm,
embarass them, or cultivate negative feeling about the target language. He also
provides interesting information complied from studies about error correction.
Generally, students in several studies have reported they want specific error
correction in their speaking and writing.
Teachers also feel that error correction is important. Research however,
show us that the teachers strategies rely on to provide corrective feedback are
sometimes not as effective as others. He summarizes strategies for correction
on the part of the teacher. EXPLICIT CORRECTION (tell the student the correct
answer and error); RECASTS (teacher rephrases student comments correctly);
CLARIFICATION REQUESTS (teachers respond that they do not understand
and have students attempt again); METALINGUISTIC FEEDBACK (asking
question about the students to complete) and repeating incorrect utterance with
rising intonation.
Brinton as discussed by Linh (2009) supposed that multimedia is one of
an important motivator in the language teaching process because media
materials can led authenticity to the classroom situation, reinforcing students the
direct relation between the language classroom and the outside world.
Furthermore, media tools appeals to studens senses and help them process
information toward language learning, reinforcing the teaching points and solving
the teachers unnecessary explanation.
In general, teachers as part of the learning process plays a very vital role
when using motivational strategies in speaking because those strategies will help

each students in different way they gain the knowledge to improve their speaking
skill.

Theoritical Framework
The researcher found out several theories and conceptualization which
would support this study and they are as follows:
According to Linh (2009) opines that one explores pedagogical means for
real-life communication in the classroom. One is trying to get his learners to
develop linguistic fluency not just the accuracy that has so consumed his
historical journey. Equipping his students with tools for generating unrehearsed
language performance out there when they leave the womb of their classrooms.
It is concerned with how to facilitate lifelong language learning among his student
not just with the immediate classroom task but also looking at learners as partner
in a cooperative venture and in classroom practices which seek to draw on
whatever intrinsically sparks the learners to reach their fullest potential.
John Lockes theory of individual differences, All men differ in a sort of
way. They differ in physical dimensions, in strengths and skills,. They differ in the
keenness with which by intellectual and physical function are integrated.
John Deweys theory of experiential learning, conceptualizing learning by
doing by which speaking skills can better learn when used in day to day situation
and practicing.
This theory was supported by the thinking of well known theories on this
subject who are B.F Skinner who coined the term of Operant Conditioning. It is a
method of learning that occurs through rewards and punishment for behavior.
Skinner believes that internal thoughts and motivations could not just be used to
explain behavior. Students in relation to the theory acts differently through the
motivational strategies given by their teachers in speaking activities.
Thus, Edward Lee Thorndike s law of exercise and effect as he stated in
his primary laws of learning. He states that activities most often and most
recently repeated and more learned. Repeating the act strengthesthe bound
between stimulus and response. Those act which are accompanied by satisfying
consequences are easily learned, while those acts which are accompanied by

the annoying state affairs are eliminated. Thus, this theory involves imitating and
recitation in speaking skills for better learning results.
The researchr found closely that the alone cited propositions and theories
are related to the study and give the researcher sufficient insights to formulate
her conceptual framework.

Conceptual Framework
This part is the presentation of the conceptual model of the research
paradigm, which identifies the independent variables. The independent was the
Motivational Strategies used in Speaking Skills with regards to students attitude
and performance. Meanwhile the dependent ones are the English Speaking
Skills Competency. The moderating variables includes student- respondents
profile. The arrow that connects the boxes signifies the relationship that exist
among variables.
Independent Variable

Dependent Variable

Motivational Strategies
ccgccdfdfffd
Used in Speaking Skills

English Speaking Skills


Competency

Students Attitude

Students
Performance

Phonetics/
Pronunciation

Vocabulary

Grammar

Intonation

Student-Respondent Profile
-

Age

Gender

Parents Educational
Attainment

Parents Occupation

Monthly Family Income


Moderating Variable

Figure 1. A conceptual model showing the interplay variables on the English


Speaking Skills Competence of high school sophomores at LSPU SC and
SNHS.

Statement of the Problem


This study aims to determine the students attitude and performance
towards Motivational Strategies in Speaking Skills Competency of Second Year
High School Students at Laguna State Polytechnic University- Siniloan HOST
Campus and Siniloan National High School.
Specifically the study sought to answer the following:
1. What is the profile of the students in term of the following:
1.1 Age;
1.2 Gender;
1.3 Parents educational attainment;
1.3.1 father; and
1.3.2 mother;
1.4 Parents occupation
1.4.1 father; and
1.4.2 mother;
1.5 Monthly family income;
2. What is effect of the motivational strategies used by teachers for
speaking skills on the performance of the students in their English
subject?
3. Is there any significant relationship between the motivational strategies
and students attitude towards the motivation and the subject?
4. Is there any significant relationship between students profile and their
performance in speaking?

5. Is there any significant relationship between students profile and their


attitude towards the subjects motivation?

Hypothesis
This includes the formulated and temporarily adopted statements to
explain the observed facts that will be covered by the study:
1. There is no significant relationship between the students profile and
their performance in speaking.
2. There is no significant relationship between the students profile and
their attitude towards the motivational strategies in the subject.
3. There is a significant relationship between the motivational strategies
and the students performance towards the subject English especially
in speaking.

Significance of the Study


This study was conducted with the hope to determine the effects of the
Motivational Strategies in Speaking Skills Competence of Second Year High
School Students with regards to their attitude and performance towards the
subject. The study be of great help to the following:
Curriculum Planners. They would subject to successive and continous
reform in attempt to effect desirable changes in total educational set up.
School Administrators. This will give them way for better development with
respect to administering both the facilitator and learners, who lock competencies
in using English as their second language.
Community. They would be given awareness that their youth should be
given educational foundations most especially, in terms of their use of English
language.
Teachers. They will be able to find out new ways of teaching strategies
and motivation which will give improve quality education, its effectiveness is
really a necessity.

Parents. This study will guide them to know the English Speaking Skills
Competency of their children. They will establish understanding regarding their
childs points of strengths and weaknesses which will enhance them and
develop.
Students. They are the primary beneficiaries of this study since; thay will
gain basic information and practical knowledge regarding the English Language.
Future Researchers. This study will serve as their lead and guide in their
futureventure regarding the English language.

Scope and Limitations of the Study


This study will be focusing on establishing functional relationship between
students attitude and performance towards their English Speaking Skill
Competency with regards to the motivational strategies they encounter.
This study will be conducted during the school year 2013-2014. It involves
the Second Year High School Students of Laguna State Polytechnic UniversitySiniloan HOST Campus and Siniloan National High School. The subject of the
study includes five second year high school students in each section. Using
descriptive statistic such as frequency, percentage, and rank, this study sought to
answer the specific questions in the hypothesis.

Definition of Terms
The terms used in this study were clearly defined in order to understand
the difficulties of readers in the interpretation of readers in the parts of the study.
The following terms are defined conceptually and operationally:
Age. Refers to the chronological age of the student-respondents.
English Speaking Skills Competency. Refers to the spoken English
performance of the student-respondents.
Gender. Refers to wether the student-respondents is male or female.
Monhly Family Income. Refers to socio-economic status of the family
which includes their resources and the amount that they earn within a month.

Native tongue. Refers to the national language af a person.


Parents Educational Attainment. Refers to the highest degree of
education that the parents of the respondents have attained.
Parents Occupation. Means of living where the parents of the
respondents earned mmoney.
Performance. Refers different things to different people that assesses and
responses students to explore a topic orally or in written form.
Speaking Skills. Is the productive skill in the oral that involves more than
just pronouncing words interative speaking, in which there is alternate listening
and speaking, and clarification, repetition, or slower speedh for the conversation.
Teachers. The implementors or teaching startegies and motivation in
English from Laguna State Polytechnic University- Siniloan Campus nd Siniloan
National High School.

Chapter 2

RESEARCH METHODOLOGY

This chapter deals with the method and procedures of the study.
The research design, the subject or the study and the researchprocedures are
discussed here. A deteiled description of the instrument and the treatment of
data that will be used in this study were also presented.

Research Design
The research design that will employed in this study was the descriptive
method. Checa as discussed by Salazar (2013) explained that descriptive
analytical method is fact-finding. It is further described, what is and what actually
exist such as current conditions, situations or any phenomena. This involves
comparison and contrast involving measurements interpretations and evaluation.

Subject of the Study


This study will be conducted in the Secondary schools of Laguna State
Polytechnic University and Siniloan National High School of Siniloan, Laguna.
The second year student from the above mentioned schools wiil be he
respondents.

Determining the Sampling Technique


Purposive non-probability sampling will be used in the study. A total of
forty students, 5 students each section of second year student of Laguna State
Polytechnic University and Siniloan National High School of Siniloan, Laguna,
during the school year 201-2014 will be the respondents. The studentrespondents will be randomly selected using fish bowl sampling technicque.

Research Instrument
The researcher will gather the data needed in this study using a prepared
questionaire related to the study which is composed of personal question,
evaluation to test their English Speaking Skill Competence and a checklist for the
oral test.
The first part of the questionaire deals with the profile of the respondents
which includes age, gender, Parents Educational Attainment, Parents
Occupation and Monthly Family Income.
The second part of the questionaire was the level of performance and their
attitude towards the motivational strategies their teachers employ to improve their
speaking skill competence. This was evaluated with the used of 5 point rating
scale.

Scale

Description

Very Much/ Always

Much/ Often

Moderate/ Sometimes

Little/ Seldom

Not at all/ Never

The third part was the oral test used to determine the English Speaking
Skills Competence of the respondents through a checklist which consists of four
components: the phonetics, vocabulary, grammar and intonation.

Research Procedure
The student-respondent will be informed by the researcher that they will
be selected to answer the researcher made questions and have an oral test to
evaluate their English Speaking Skills Competence of High School Sophomores
in LSPU and SNHS.

The researcher will be preparing questionaire and a short literary piece to


be read by the students where in they will be checked according to their
performance. The researcher will explain beforehand the aim of the study, its
relevance to students and aim of the researcher.

Statistical Treatment of Data


The following descriptive and inferential statistical treatment were used in
the conduct of this study:

Analysis

Statistical Tool

1. Profile of student-respondent

Frequency (f), Percentage (%), Rank


(r)

2. Level of their Performance and


Attitude towards the motivational
strategies in speaking.

Mean, Verbal Interpretation, Rank (r)

3. Level
of
Speaking
Skills
Competency with respect to
Phonetics,
Vocabulary,
Grammar, and Intonation.

Mean, Standard Deviation, Verbal


Interpretation, Rank (r)

4. Relationship between the profile


of the respondents and the level
of attitude and performance
towards
the
motivational
strategies towards speking.

Pearson r, Chi- square

5. Relationship between the profile


of the respondent and the
English
Speaking
Skill
Competency.

Pearson r, Chi- square

6. Relationship
between
the
English
Speaking
Skill
Competency and the students
level
of
attitude
and
performance
towards
the
motivational
strategies
in
speaking skills.

Pearson r

(Personal Questionaire)

MOTIVATIONAL STRATEGIES IN SPEAKING SKILLS COMPETENCE OF


SECOND YEAR HIGH SCHOOL STUDENTS AT LSPU-SC AND SNHS
SCHOOL YEAR 2013-2014

Direction: Please fill up correct information of your personal data.


Name:______________________________
Year and Section:______________________
School:_____________________________________________
*Age:
12 13 years old

15 16 years old

13 14 years old

16 17 years old
Other (Specify):_____

*Gender:
Male

Female

*Parents Educational Attainment


Mothers name:________________________
College Graduate
High School Graduate
Others (Specify):_________________
Fathers name:_________________________
College Graduate

High School Graduate


Others (Specify):_________________
*Parents Occupation:
Mother:_____________________
Father:______________________
*Monthly Family Income
20,000 above
20,000 below
10,000 above
10,000 below
5,000 above
5,000 below

_______________________________
Respondents Signature
Over Printed Name