ABSTRACT
The study explored the perception and experience of public speaking among senior high school students. This also aimed to analyze the reasons for worry among senior high school students in a public speaking class and propose techniques for overcoming this fear. This study used a phenomenological research design with five (5) participants, using the convenience sample approach.
The results revealed that senior high school students perceive challenges in public speaking as critical thinking and a lack of confidence. Also, senior high school students prepared for public speaking engagement by having critical thinking, self-preparation, and confidence. In addition, the strategies senior high school students employed to overcome their public speaking were flexibility, relationship building, and emotional support.
Researchers recommended that students should have positive public speaking skills to improve their quality of life and succeed in their careers on their own terms. Also, they should be aware of what they expect from them. Furthermore, faculty members should have a program that prioritizes public speaking for students.
KEYWORDS: Public Speaking, Senior High School, Perceptions
INTRODUCTION
Individuals who fear speaking publicly suffer from strong fear in social performance situations and the social sphere. (Stein, et. al. 1996). Glossophobia or speech anxiety is the fear of public speaking. Some people are afraid of Speaking in public places because they may think that they’re judging or they’re criticizing them.
A confident public speaker is usually perceived by the audience to be more authentic, informed, smart, and likable than a speaker who is less sure of what they are saying. Within the classroom, students are consistently encouraged to enhance their public speaking abilities, regardless of their degree of experience.
In enhancing skill in public speaking, the researchers want to develop materials to give insights about public speaking strategies.
It is a desire of the Researchers, therefore, to seek out Exploring Perception and Experience Public Speaking Among Senior High Students the sheets of findings were base for materials language that will strengthen speaking shells of the students.
METHODOLOGY
This study included five (5) Grade 11 HUMSS students. The majority of participants discussed the problems they have during public speaking. The results indicate that a person who has experienced difficulties in public speaking knows how to deal well with other people. Before distributing the questionnaires, the researchers obtained approval from the principal of Nasugbu East Senior High School. After receiving approval, the researchers searched for students who could be interviewed. Before starting the interview, the analyst first asked in which place they were most comfortable interviewing, and here is the research answer.
The study was conducted at Nasugbu East Senior High School in Lumabangan, Nasugbu, Batangas. From the school year 2023-2024 to the present, there were five (5) students who founded establishments.
RESULTS AND DISCUSSIONS
THE PERCEIVE CHALLENGES FACED BY THE SENIOR HIGH SCHOOL STUDENTS
Table 1: THE MOST CHALLENGING ASPECT OF PUBLIC SPEAKING FOR SENIOR HIGH SCHOOL STUDENTS
| R1 | “una kong ihahanda ang aking sarili bago ang aking gagamitin para pagsasalita pati na rin ang mga basis para sa pag suporta sa aking sasabihin" ( first i prepare myself before what will i use for speaking as well as the bases for supporting what will i say) |
| R2 | Ang pinakamahirap para sa akin ay kagaya ng sa reporting sa PR1, isa ito sa mahirap dahil kung mag rereport ka kailangan saulo mo.” (“The most difficult thing for me is like reporting in PR1,it is one of the difficult things if you will report, you need to memorize it )" |
| R3 | "Para sa akin ang pinakamahirap na speech ay ang impromptu speech dahil maari ka dung maubusan ng sasabihin at maaring maging hindi related sa speech.” (“For me, the most difficult speech is the impromptu speech,because you may ran out of things to say and also not related to the speech.”) |
| R4 | Para sa akin ang pinakamahirap na speech ay ang impromptu speech dahil maari ka dung maubusan ng sasabihin at maaring maging hindi related sa speech.” (“For me, the most difficult speech is the impromptu speech,because you may ran out of things to say and also not related to the speech.”) |
| R5 | “Para sa akin ang pinakamahirap na speech ay ang impromptu speech dahil maari ka dung maubusan ng sasabihin at maaring maging hindi related sa speech.” (“For me, the most difficult speech is the impromptu speech,because you may ran out of things to say and also not related to the speech.”) |
INTERPRETATION OF TABLE 1:
All the participants responses are about critical thinking and a lack of confidence. Table 1 shows the most challenging aspect of forgetting speaking for senior high school students. Three (3) participants stated that critical thinking was the most challenging aspect, while two (2) said lack of confidence. The result was connected to the aspect of public speaking (Brewer 2001), where the underlying fear is judgment or negative evaluation of others. Public speaking anxiety is considered a social anxiety disorder.
SENIOR HIGH SCHOOL STUDENTS PREPARED FOR PUBLIC SPEAKING ENGAGEMENT
Table 2. PREPARED THREE COMMON PRACTICES BEFORE PRESENTING PUBLIC COMMUNICATION
| R1 | "una kong ihahanda ang aking sarili bago ang aking gagamitin para da pagsasalita pati na rin ang mga basis para sa pag suporta sa aking sasabihin" (i first prepare myself before what will i use for speaking as well as the bases for supporting what will i say) |
| R2 | Para sa akin syempre unang ihahanda ay ang sarili mo at ang script at higit sa lahat ay ang lakas ng loob. “ (“For me of course I should prepare myself first and the script and most of all is my confidence.”) |
| R3 | Una kong ihahanda ang aking sarili bago ang aking gagamitin para sa speech upang maging handa sa possible question. (“I first prepare myself before of what will I use in the speech to get prepared by the possible question.”) |
| R4 | Ang unang inihahanda bago ang pag presenta ay ang iyong sarili,pangalawa ay ang iyong sasabihin at ang panghuli ay ang pag handa sa mga sagot sa anumang katanungan.” (“The first thing to prepare before the presentation is yourself,the second is what you will say and the last is prepare of answer to any question.” |
| R5 | "Una kong ginagawa ay nag papakilala, nag bibigay ng kaunting pahayag ukol sa aking paksa , at nag bibigay ng mga katanungan. “ (“The first thing I do is introduce myself,give a little statement about the topic and ask questions.”) |
INTERPRETATION OF TABLE 2:
All participants' responses are about the following practices: rehearse, organize your content, and know your audience. Table 2 displays the three common practices prepared before presenting public communication. Three (3) stated they prepared three common practices before presenting public communication. Two (2) said they knew their audience. Overall, by incorporating these practices into your preparation routine, you can increase your effectiveness and confidence when delivering public communications. The result was related to Bolmer (1982), in which he stated that preparation and understanding the audience are paramount, necessitating extensive research, logical organization, and adaptability to diverse audience dynamics.
SENIOR HIGH SCHOOL STUDENTS STRATEGIES EMPLOY TO OVERCOME THEIR PUBLIC ANXIETY
Table 3. STRATEGIES THAT HAVE FOUND TO THE MOST EFFECTIVE IN HELPING WITH STUDENTS FEELINGS
| R1 | "Dapat nagmumula sa puso ang mga sasabihin.” "(Dapat nagmumula sa puso ang mga sasabihin).” |
| R2 | " Ang pinaka epektibo talaga na diskarte ay yung saulo mo talaga yung sasabihin mo para hindi kana matakot kung putol putol ang sasabihin mo.” (“The most effecive strategy is to memorize what you are going to say so that you don’t get scared if what you will say is broken.”) |
| R3 | " ang diskarteng aking natuklasan upang maging epektibo ang aking speech ay ang mag tiwala sa sarili. (“The technique I discovered to make my speech effective is to trust myself.”) |
| R4 | "ang mga diskarte ko upang mapagaan ang aking damdamin ay pakikinig sa musika o di kaya’y pag punta sa dalampasigan upang makahanap ng katahimikan. “(My technique to ease my emotion is listening to music or going to seashore. To find peace.”) . |
| R5 | "“Ang diskarteng aking natuklasan ay dapat alam mo ang iyong topic, dahil dito ay mas napapalawak mo nang iyong imahinasyon.” (“The technique I been discovered is that you must know your topic,because of this you can expand your imagination even more.”) |
INTERPRETATION OF TABLE 3:
All of the participants' responses are about flexibility, relationship building, and emotional support. Table 3 shows the strategies that have been found to be most effective in helping students feel. Three (3) directly stated that strategies that have been found to be most effective in helping students feel can be influenced by flexibility and relationship building. Two (2) spoke about emotional support. Overall, by implementing these strategies, educators can create a supportive and inclusive learning environment that promotes student well-being and academic success.
The result was connected. Chollet (2015) proposes an innovative strategy that advocates for an interactive virtual audience to provide real-time feedback, allowing speakers to refine their delivery and build confidence.
THE IMPORTANCE OF PUBLIC SPEAKING IN STUDENT ACADEMY
Table 4. HELPNESS OF PUBLIC SPEAKING IN STUDENT ACADEMY
| R1 | " Nahahasa ang aking public speaking at ito ay makakatulong sa aking magiging trabaho.” (“It sharpening my public speaking and it will help in my future job.”) |
| R2 | “Nakakatulong ang pagsasalita para masanay kana sa future kung baga may confidence kana o lakas ng loob para mag salita sa maramimg tao.” (“Speaking helps to get to used to it to future to have the confidence or courage to speak to many people.”) |
| R3 | Mas nagiging sanay na ako sa public speaking at hindi na kinakabahan sa harap ng maraming tao.” (“Im getting more used to it now and I don’t feel nervous in front of many people.”) |
| R4 | Ito ay nakakatulong upang ma improve ang iyong pagsasalita sa harap ng maraming tao.” (“It helps to improve you to speak in front of people.”) |
| R5 | “Mas nagbibigay ng confidence na nakakatulong sa aming mga mag aaral.” (“It gives more confidence that help us in our study.”) |
INTERPRETATION OF TABLE 4:
All the participants’ responses are about effective communication, building confidence, and leadership development. Table 4 illustrates the role of public speaking in the student academy. Two (2) stated directly that effective communication and building confidence can influence public speaking's contribution in the student academy. Three (3) people spoke about leadership development. Overall, mastering public speaking equips students with individual skills that extend beyond the classroom and into their personal and professional lives.
The result was linked to Martinez (2004), who emphasized the importance of connecting communication or communicating public speaking to real-world experiences, such as service learning projects.
CONCLUSIONS
Based on the findings of the study, the following conclusions were drawn.
1. Most of the participants' responses to the most challenging aspect of senior high school public speaking were about critical thinking and a lack of confidence.
2. Most of the participants answered that the three common practices before presenting public communication are critical thinking, self-preparation, and confidence.
3. Most of the participants answered that the strategies that have been found to be most effective in helping students are flexibility, relationship building, and emotional support.
RECOMMENDATIONS
1. Students should have positive public speaking skills to improve their quality of life and succeed in their career on their own terms.
2. Students should be aware of what they expect from them.
3. Faculty members and schools should have programs that prioritize public speaking for students.
KEYWORDS
Public Speaking - the process of communicating information to a live audience
Senior High School - Senior High School (SHS) refers to Grades 11 and 12, the last two years of the K to 12 Basic Education Program.