LEVEL OF ENGLISH COMMUNICATION ANXIETY AND COMMUNICATION

APPREHENSION OF GRADE 11 HUMSS STUDENTS OF STI COLLEGE

CALOOCAN

(A.Y. 2019 – 2020)

A Quantitative Research Presented to the Faculty of Senior High School

In STI College Campus of Caloocan City

In Accomplishment of the Requirements for the Senior High School

Humanities and Social Sciences Strand

By:

Auditor, Justine P.

Cruz, Ramcess Miarra P.

De Torres, Joy S.

Distor, Cyrus V.

Garcia, Camile M.

Valiente, Jamykha C.

2019

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 Chapter I

THE PROBLEM AND ITS BACKGROUND

This chapter contains the introduction, the statement of the problem, the objectives of the

study, the hypothesis of the study, the conceptual framework, the significance of the study, the

scope and limitations of the study, and the definition of terms

Introduction

This research study aims to identify the levels of English communication anxiety and

communication apprehension of Grade 11 HUMSS students of STI College Caloocan.

In today’s global context, a lack of comfort in communicating with others can be an

unfortunate inhibitor to success. One sometimes find that many students have difficulty in

producing a sentence in English without making mistakes despite their early exposure to the

language at schools or university. It also happens to graduates who have problems conversing in

English at job interviews. (Aeni et al., 2017)

Communication anxiety is a very common problem that people around us face. According

to National Communication Association, only 24% of Americans are comfortable giving a speech,

and communication anxiety is normal. It is said that “At a funeral, most of us would rather be the

one in the coffin that the one giving the eulogy.” Communication Anxiety is the fear or anxiety

associated with real or anticipated communication with others. (Dwyer, 1997)

According to James McCroskey, communication apprehension is the broad term that refers

to an individual’s “fear or anxiety associated with either real or anticipated communication with

another person or persons.” It is a psychological response to evaluation. This psychological

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response, however, quickly becomes physical as our body responds to the threat the mind

perceives.

Statement of the Problem

The purpose of this research study is to discover the relationship between the levels of

English communication anxiety and communication apprehension of Grade 11 HUMSS students

of STI College Caloocan.

1. What is the level of English communication anxiety of Grade 11 HUMSS students

of STI College Caloocan?

2. What is the communication apprehension of Grade 11 HUMSS students of STI

College Caloocan?

3. What is the relationship of the level of English communication anxiety of Grade 11

HUMSS students of STI College Caloocan to their communication apprehension?

Hypothesis

Null

There is no significant relationship between the levels of English communication

anxiety and communication apprehension of Grade 11 HUMSS students of STI College

Caloocan.

Alternative

There is significant relationship between the levels of English communication

anxiety and communication apprehension of Grade 11 HUMSS students of STI College

Caloocan.

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Objectives

In this study, the researchers aimed to:

1. Identify the level of English communication anxiety of Grade 11 HUMSS students of

STI College Caloocan.

2. Specify the communication apprehension of Grade 11 HUMSS students of STI College

Caloocan.

3. Determine if there is a significant relationship between the level of English

communication anxiety of Grade 11 HUMSS students of STI College Caloocan to their

communication apprehension

4. Recommend different ways to overcome the Grade 11 HUMSS students’

communication apprehension based on their level of English communication anxiety.

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Conceptual Framework

FIGURE #1:

INPUT PROCESS OUTPUT

Variables in the The researchers will conduct a survey that After the researchers

study: includes questions that will lead to determined the relationship

knowing the significant difference between English

INDEPENDENT between English communication anxiety communication anxiety and

VARIABLE and communication apprehension of communication

– English Grade 11 HUMSS students and how it apprehension, knowing what

communication affects each other. In relation to Horwitz, is causing and how to prevent

anxiety Horwitz and Cope’s Theory of Foreign it from worsening, the

Language Anxiety (FLA), wherein the researchers would use this

DEPENDENT stated that anxiety is not uncommon in research as a flatform to

VARIABLE – almost all disciplines of learning. They recommend the different

Communication also acknowledged and introduced the ways to overcome their

apprehension Foreign Language Classroom Anxiety communication

Scale (FLCAS) as an instrument to apprehension depending on

measure anxiety levels as evidenced by their level of communication

negative performance expectancies and anxiety.

social comparisons, psychophysiological

symptoms, and avoidance behaviors.

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Significance of the Study

This research will determine the level of English communication anxiety and

communication apprehension of Grade 11 HUMSS students of STI College Caloocan. The

research will be beneficial to the researchers, students, senior high school instructors, and to the

future researchers.

To the researchers of STI College Caloocan,

The researchers will define the levels of English communication anxiety and

communication apprehension of Grade 11 students in any kind of strand. Researchers will

identify the significant difference of levels of English communication anxiety and

communication apprehension. With that knowledge, the researchers would be

knowledgeable enough to share and recommend different ways on how to overcome such

struggles to the Grade 11 students of STI College Caloocan.

To the students of STI College Caloocan,

The study will give awareness to the students in STI College Caloocan that English

communication anxiety is a matter that needs to be taken seriously as this has different

levels that affects the communication apprehension of the students that could also affect

their school performance and in their daily life.

To the instructors of Senior High Students in STI College Caloocan,

The instructors of Senior High students in STI College Caloocan will be

enlightened about the levels of English communication anxiety of their students that can

affect their communication apprehension and every student is different from one another.

This could help them know better about their students’ strengths and weaknesses and turn

them into better ones.

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 To the future researchers,

The result of this study will serve as their reference and a guide for them to use in

conducting the same topic of research.

Scope and Limitation

The research study generally focused on determining the relationship between levels of

English communication anxiety and communication apprehension of Grade 11 HUMSS students

of STI College Caloocan. The respondents of the study were composed of 86 samples from the

93-population size of Grade 11 HUMSS students from STI College Caloocan. All data are

collected using interview questionnaires as an instrument used by the researchers. The location of

the data collected was on STI College Caloocan, started and finished on the first semester of A.Y.

2019 – 2020.

Definition of Terms

Anxiety – an emotion that is felt from tension and fear that causes worried thoughts and/or

increase in blood pressure. Mostly felt from doing something unusual or uncomfortably.

Apprehension - the act or power of perceiving or comprehending something

Communication – interchange of information

Confidence - a feeling or belief that someone or something is good or has the ability to

succeed at something

Fluency - the ability to speak a foreign language easily and effectively

Performance - how effective something or someone is at doing a good job

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 Chapter II

REVIEW OF RELATED LITERATURES

This chapter explained about some literatures dealing with the theories about the problem

of this research and reviewed some previous researches which have similar topic with this research

that provided relevant information which supported the entire study.

The researchers gathered both foreign and local literatures and studies in helping the

readers to clarify and to learn more about the chosen topic.

The researchers analyzed and read certain literatures and studies that helped them in

identifying the relationship between the levels of English communication anxiety and

communication apprehension of Grade 11 HUMSS students of STI College Caloocan.

English Communication Anxiety

Anxiety is defined as a state of uneasiness and apprehension or fear caused by the

anticipation of something threatening (Kostic - Bobanovic, 2004, p.5).

Furthermore, speaking in class is most frequently difficult for anxious students even though they

are pretty good at responding to a drill or giving prepared speeches (Kostic - Bobanovic, 2004,

p.1-2).

Difficulty in speaking in class is probably the most frequently cited concern of the anxious

foreign language students seeking help at the Learning Skill Center (LSC). Students often report

that they feel fairly comfortable responding to a drill or delivering prepared speeches in their

foreign language class but tend to "freeze" in a role-play situation.

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 Acquiring a second and foreign language is a difficult and complex process. In the early

stages of learning a second and foreign language, learners pass through developmental stages

similar to those when learning a first language. Early on, students may make error in their use of

grammar or vocabulary, just as first language learners do. Although the process of second language

acquisition varies with each student, depending on various factors, it is important to acknowledge

that all students go through general developmental.

By increasing exposure to the English language, students’ progress from acquiring social

language to the more complex academic language. Social language is considered conversational,

contextualized language and can be developed within two to three years. Academic language is

defined as the combination of cognitive skills and content knowledge necessary for successful

academic performance at secondary and university levels. Costello indicates that it can take a

minimum of seven to ten years to achieve academic proficiency if all of the schooling takes place

in the second and foreign language.

Difficulty in speaking in dyads or groups (oral communication anxiety) or in public ("stage

fright"), or in listening to or learning a spoken message (receiver anxiety) are all manifestations of

communication apprehension. Communication apprehension or some similar reaction obviously

plays a large role in foreign language anxiety. People who typically have trouble speaking in

groups are likely to experience even greater difficulty speaking in a foreign language class where

they have little control of the communicative situation and their performance is constantly

monitored. Moreover, in addition to all the usual concerns about oral communication, the foreign

language class requires the student to communicate via a medium in which only limited facility is

possessed. The special communication apprehension permeating foreign language learning derives

from the personal knowledge that one will almost certainly have difficulty understanding others

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and making oneself understood. Possibly because of this knowledge, many otherwise talkative

people are silent in a foreign language class. And yet, the converse also seems to be true. Ordinarily

self-conscious and inhibited speakers may find that communicating in a foreign language makes

them feel as if someone else is speaking and they therefore feel less anxious (Howitz, n.d.). This

phenomenon may be similar to stutterers who are sometimes able to enunciate normally when

singing or acting.

Second language anxiety has a debilitating effect on the oral performance of speakers of

English as a second language. Foreign language anxiety is a complex phenomenon that possibly

relates to many factors existing in learning processes (Sammy, K, & Rardin, J.P.). The

interpersonal network of language contacts, including academic, family, and social-institutional

environments have a seemingly positive effect upon developing language competence and

bilingualism. Foreign language anxiety seems to be the common experiences among EFL learners.

Communication Apprehension

Communication apprehension had been identified as a contributing factor for learners'

inability to communicate well in English. In most of public schools in Turkey, English courses did

not promote oral communication in the classroom and students do not utilize English in real life

(Mestan, 2017). In Turkey, majority of the students learned English as part of the curriculum in

the classroom and they did not speak English outside of the classroom. Mestan agreed that

language anxiety was the barrier in learning and teaching English because oral language was not

promoted during the English language class. Students did not score good results in English. He

mentioned that the students were not exposed to oral language as a result; their anxiety level in

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speaking the English language was high. Results revealed that negative feeling affected the

students in speaking English. Results showed that when the anxiety of the students increased, their

fluency level decreased. The study is in line with this study when it showed a negative relationship

between language anxiety in speaking and the students' fluency in English. In Mestan's study the

independent variable (IV) was language anxiety and the dependent variable (DV) was students'

fluency in speaking English. Uyanik, Cobek, Basturk & Ugur (2016) also revealed that anxiety

was negatively correlated with GPA. Their findings are in line with this study when they

discovered that students with high anxiety were those who had lower GPA. Azelin, et. al. (2015)

also reported that the majority of the undergraduate students studying at a few public universities

in Malaysia had high level of communication apprehension when learning English. The study

suggested the language lecturers need to be aware of all the factors especially the fear of being

evaluated. It is true because when the highest mean level in this study showed that male and female

students feel self-conscious when speaking English in front of other students. Their studies were

in line with Mahfuzah, et. al. (2014) when they found that students from UiTM, Perak experienced

high level of communication apprehension. Speaking was proven to be the most stressful since the

direct output had been projected immediately and speaking activity was considered quite crucial

in overall assessment. Students felt lost if without proper guidance from language instructors and

speaking was the most anxiety-provoking activities in the classroom. As a result, their speaking

performance was low. Theoretically, their studies are in line with this study. They found that there

is negative relationship between communication apprehension with speaking performance but

their studies were looking at the effect of language anxiety in communication apprehension on

speaking performance. McCroskey, Butterfield and Payne (2009) mentioned that communication

apprehension was conceptualized as a causal agent in student success. It was implicated in

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interpersonal and academic success. They conducted a study on the impact of communication

apprehension on grade point average and persistence at the university level. Results indicated high

communication apprehension students were significantly attain lower grade point averages and

more likely to drop out compared students with low communication apprehension. The impact of

communication apprehension was the strongest for first and second year students.

Communication apprehension (CA) refers to the predisposition to avoid communication if

possible or experience anxiety when forced to communicate. Initially, CA was conceptualized as

a learned trait, resulting from punishment for communicating. Later, it was reconceptualized as a

product of inborn, neurobiological systems. Understanding the conceptual shift away from a social

learning perspective and toward the communibiological perspective requires consideration of

personality theory, cognitive neuroscience, and behavioral genetics (Beatty, MJ. & Pascual –

Ferra, P., 2015).

While there has not been a “perfect cure” found for communication apprehension, social

support may be a way to reduce CA, as social support has consistently been correlated with better

health, well-being, decreased anxiety levels, and many other positive affects (Maisel, Gable, &

Strachman, 2008). Maisel, Gable and Strachman (2008) discuss how perceived responsiveness can

act as one form of social support, where an individual demonstrates support through non-verbal

cues that are positively supportive. As social beings, we evaluate the responsiveness of others,

whether in personal relationships or while giving a speech to a large audience, in order to discern

how we are being viewed. When disclosing information, perceived responsiveness in a relationship

has been shown to help individuals believe their partners are reacting positively to core features of

themselves (Maisel, Gable, & Strachman, 2008).

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 “Students’ Perspective on Speaking Anxiety and Dynamics in the ESL Classroom” is a

study researched by Manovic. The purpose of this study is to examine speaking anxiety and

classroom dynamics in the ESL classroom from the students’ perspective. This paper also sets out

to investigate the specific behaviors or thoughts learners have in regards to speak English. The

investigation gives an explanation how these factors influence students’ ability to learn and

perform in a particular instructional framework. Results of the analysis of data suggest that

speaking in the ESL is not exclusively the source of the anxiety, but that speaking in front of the

class is. The research points out and supports the fact that speaking anxiety is spotted in classroom

settings. In other words, this indicates the significance of the relationship between speaking

English, speaking anxiety and classroom environment. Furthermore, students’ investigation also

shows the awareness of their reactions: behavioral, psychological and cognitive. The weakness of

this study is that the researcher did not find the way within this framework to investigate how much

the students actually are involved in speaking activities or in which form. However, the results are

significant regarding that this study was conducted to identify students’ thoughts and feelings

about speaking anxiety regardless of their accuracy. So, the results of this study should be

interpreted to reveal a tendency rather than a fact. In addition, the researcher would like to say that

interviewing students was one of the most challenging parts of this research. It could be the case

due to the researcher’s lack of experience in interviewing, and for this reason the researcher found

it difficult. As a result, the interviews were not always based on open ended questions as I, in fact,

preferred them to be. Perhaps, the researcher also experienced some of the symptoms of speaking

anxiety, so the planed questions were not manifested in a satisfactory way.

“A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary

Validation and Reliability” is a study researched by Yaikhong & Usaha. It researches about

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analysis revealed the PSCAS (Public Speaking Class Anxiety Scale) included the components of

communication apprehension, test anxiety, fear of negative evaluation, and comfort in using

English in a public speaking class.

The main aim of this study was to develop an EFL public speaking anxiety scale (PSCAS)

used specifically to tap speaking anxiety in an EFL public speaking class for English language

learners. A PSCAS was developed based on critical appraisals of widely used existing foreign

language classroom anxiety scales. The items of a PSCAS were adopted and adapted with minor

wording changes and then were validated. A PSCAS yielded a respectable preliminary internal

consistency at .84 after being piloted with 76 participants and it demonstrated a construct

composition around the speaking component in a public speaking class setting. Thus, a PSCAS

could be a potentially useful measure to help indicate EFL public speaking anxiety levels in EFL

public speaking class.

“A Study on Foreign Language Speaking Anxiety among UTM (University Technology

of Malaysia) Students” is a study researched by Abdullah & Rahman. This study is conducted to

determine the perceptions of University Technology Malaysia’ students headed for the feeling of

anxiety which they experienced when speaking in second language. Distinctively, the objectives

of the study are to investigate students’ anxiety headed for speaking English as a second language

and to identify the types of speaking activities that caused high anxiety among the students.

Communication apprehension, fear of negative evaluation and general feeling of anxiety were

among the factors studied in the research.

For the purpose of this study, the researcher has identified the students’ anxiety levels

according to the three factors of second language anxiety. They are Communication Apprehension,

Fear of Negative Evaluation and General Feeling of Anxiety. Based on the analysis of

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Communication Apprehension factor, the findings show that majority of the students who took

part in the study experienced moderate level of anxiety or nervousness when communicating with

other people especially in English class. In other words, the respondents seem to have confidence

to speak in the second language and there are several possible explanations for this result. First,

the students might have exposure in speaking in English because they were the participants of the

English Language Communication Workshop. Probably, participation of the students in

communicative activities held by the workshop helped to build their confidence in communicating

in the second language. Second, the students might feel comfortable to speak in English with their

friends because they have same level of proficiency. Most of the respondents achieved Band 2 and

Band 3 in their MUET exam and the results show that they are weak in English.

However, there are a number of students who thought that they feel nervous when they

have to speak without preparation and felt very conscious about speaking in English in front of

other students. The results of this study seemed to confirm the findings of a study by McCroskey

who found that majority of people experience communication apprehension when speaking to a

group of people in a formal setting. Another reason that might contribute to higher anxiety level is

oral performance. According to Hadley most of students experienced performance anxiety when

they need to perform in front of the class. When they feel nervous, they may hesitate or stumble

or simply look uncomfortable and become silent. In other words, anxious students feel a deep self-

consciousness when asked to risk revealing themselves by speaking the second language in the

presence of other people. Finally, based on the findings, the students also felt overwhelmed by the

number of rules that they have to learn to speak in English. A possible explanation for this might

be that the focus of learning activity is on form rather than the overall meaning. This means that if

language teacher only focuses on the grammatical structures or linguistic features in class, students

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may feel unmotivated to learn the target language. Students should be exposed to the correct use

of language so that they can apply the knowledge in appropriate context.

“Strategies for coping with language anxiety: the case of students of English in Japan” is a

study researched by Kondo and Ying-Ling. This study is aimed to develop a typology of strategies

that students use to cope the anxiety they experience in English language classrooms by

themselves. Actually, this analysis has demonstrated that students’ anxiety coping behaviors in the

language classroom are characterized by the use of cognitive, affective, and behavioral strategies

as well as resignation. We have also shown that no significant relationship was found between

language anxiety and frequencies of strategy use. Future research on the present topic should

consider the interaction between anxiety-coping strategies and characteristics of the language

classroom. In the current study, an anxiety-coping strategy was conceptualized as a one-shot,

single-act phenomenon. In reality, however, the use of cognitive, affective, and behavioral

strategies probably shifts according to the demands of the situation. To fully understand the anxiety

coping mechanisms evoked in the language classroom, acts of anxiety coping should be examined.

Further investigation of this issue would enhance the exploration of the coping process during

stressful encounters.

Synthesis

The researches mentioned before is the same with the researchers concern about how

students manage or cope their anxieties by themselves. It means, to decrease the students’ anxiety

of speaking English, a typology of strategies can be developed to be used by the students to cope

with the anxiety they experience in English language classrooms by themselves. In the study

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researched by Kondo and Ying-Lin Actually, this analysis has demonstrated that students’ anxiety

coping behaviors in the language classroom are characterized by the use of cognitive, affective,

and behavioral strategies as well as resignation. In reality, however, the use of cognitive, affective,

and behavioral strategies probably shifts according to the demands of the situation. To fully

understand the anxiety coping mechanisms evoked in the language classroom, acts of anxiety

coping should be examined. Further investigation of this issue would enhance the exploration of

the coping process during stressful encounters.

Based on the analysis of Communication Apprehension factor in the study conducted by

Abdullah & Rahman, there is a need to identify the students’ level of anxiety or nervousness when

communicating with other people especially in English class and the causes or explanation for the

obtained result. As reflected in the study of Abdullah & Rahman, the respondents seem to have

confidence to speak in the second language and there are several possible explanations for this

result. First, the students might have exposure in speaking in English because they were the

participants of the English Language Communication Workshop. Probably, participation of the

students in communicative activities held by the workshop helped to build their confidence in

communicating in the second language. Second, the students might feel comfortable to speak in

English with their friends because they have same level of proficiency. Most of the respondents

achieved Band 2 and Band 3 in their Mehran University of Engineering and Technology exam and

the results show that they are weak in English.

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 CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the methodology of research study, supervision of interviewers, and

data analysis techniques, including collection of data, study design, sampling frame and procedure

of respondent’s selection. In this study, methodologies have been used to discover the relationship

between the levels of English communication anxiety and communication apprehension of Grade

11 HUMSS students of STI College Caloocan.

Research Design

The correlational research method will be used in gathering the need information for this

study. This method enables the researchers to interpret the theoretical meaning of the findings and

hypothesis development for further studies, Specifically, the researchers will utilize a

questionnaire type of correlational research method which will enable the researchers to gather

information from the respondents without the respondents having any difficulties in answering the

questions required for the researchers to have information regarding the English communication

anxiety and communication apprehension level of Grade 11 HUMSS students.

Research Respondents

The respondents of this study came from the one-hundred and twenty (120) Grade 11

HUMSS students of STI College Caloocan for the school year 2019-2020. Random sampling is

used to select randomly, one-hundred and eight (108) samples from the population. They will be

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used as respondents because the researchers are also Grade 11 HUMSS students of the same

school.

To get the population sample Slovin’s formula will be used:

where: n is the sample size

N is the population size

E is the margin of error

Research Instrument

The instrument to be used is a questionnaire checklist prepared by McCroskey, J.C. to

gather the needed data for the study. The draft of the questionnaire will be drawn out based on the

researcher’s readings, previous studies, professional literature, published and unpublished thesis

relevant to the study. In the preparation of the instrument, the requirements on the designing of

good data collection instrument will be considered. Multiple-choice options will be provided to

accommodate free formatted views related to the issue. In this way, the instrument will be

authorized to obtain valid responses of the students, Preference for the use of structured

questionnaire will be premised on several research assumptions such as a) cost of being a least

expensive means of gathering data, b) avoidance of personal bias, c) less pressure for immediate

response, and d) giving the respondents a greater feeling of anonymity. In the end, it will encourage

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open responses to sensitive issues at hand. In addition, the instrument will be validated by few

consultants and teacher before it will be laid on to the study.

Likert Scale Verbal Interpretation Weighted Mean Descriptive Rating

1 Strongly Disagree 1.00 – 1.79 Highly Negative

2 Disagree 1.80 – 2.59 Negative

3 Neutral 2.60 – 3.39 Neutral

4 Agree 3.40 – 4.19 Positive

5 Strongly Agree 4.20 – 5.00 Highly Positive

Data Gathering Procedure

The first step before going to the (testing procedure) is to make a request letter. Upon

approval by the Principal, class advisers and other faculty members, the researchers will retrieve

the request letter.

In administering the questionnaire, the researchers will use the time allocated for vacant or

“I-Learn-Share” (ILS) time to avoid distraction of class discussions. The student responses will be

given enough time to answer the questions. After data gathering, the researchers will collect it for

tallying the scores and to apply the statistical treatment that will be used for the study.

Research Locale

The study will be conducted at STI College Caloocan since both the researchers and

respondents are students of the school

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Statistical Treatment

Responses to the questionnaire by senior high school students will be statistically analyzed

with the data requirements of the study. Descriptive statistics such as frequency count, mean,

percent and rank will be considered.

To know if there is a correlation between the independent variables, Pearson’s product-

moment correlation coefficient will be used to measure linear association between two variables.

It will determine if there is significant relation between the levels of English communication

anxiety and communication apprehension of Grade 11 HUMSS students of STI College Caloocan

using this formula:

Pearson R Correlation

where: N is the number of samples

X is the first variable (level of English communication anxiety)

Y is the second variable (level of Communication apprehension)

x is the sum of x-values

y is the sum of y-values

my is the sum of the products of paired values x and y

 x2 is the sum of squared x-values

y2 is the sum of squared y-values

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 QUESTIONNAIRE (Communication Anxiety)

Purpose of the Survey: The purpose of this research study is to explore the feelings of anxiety
individuals feel when speaking in public and the similar feelings of fear or anxiety students feel in
a community college classroom. Every attempt will be made to see that your study results are kept
confidential.

I. Demographic Profile:
Name (optional): ______________________________________________________________
Age: __________ Gender: ________________ Section: ________________

II. Checklist
Directions: Below are 34 statements that people sometimes make about themselves. Please
indicate whether or not you believe each statement applies to you by marking whether you:
strongly agree (5-SA), agree (4-A), undecided (3-U), disagree (2-D), or strongly disagree (1-SD).
Place a check (✔) mark in the box of your answer.

Statements Strongly Agree Neutral Disagree Strongly

Agree (5) (4) (3) (2) Disagree (1)
1. While preparing for giving a speech, I feel
tense and nervous.
2. I feel tense when I see the words “speech”
and “public speech” on a course outline
when studying.
3. My thoughts become confused and jumbled
when I am giving a speech.
4. Right after giving a speech I feel that I have
had a pleasant experience.
5. I get anxious when I think about a speech
coming up.
6. I have no fear of giving a speech.

7. Although I am nervous just before starting

a speech, I soon settle down after starting
and feel calm and comfortable.
8. I look forward to giving a speech.

9. When the instructor announces a speaking

assignment in class, I can feel myself
getting tense.
10. My hands tremble when I am giving a
speech.
11. I feel relaxed while giving a speech.

12. I enjoy preparing for a speech.

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Statements Strongly Agree Neutral Disagree Strongly
Agree (5) (4) (3) (2) Disagree (1)
13. I am in constant fear of forgetting what I
prepared to say.
14. I get anxious if someone asks me
something about my topic that I don’t know.
15. I face the prospect of giving a speech with
confidence.
16. I feel that I am in complete possession of
myself while giving a speech.
17. My mind is clear when giving a speech.

18. I do not dread giving a speech.

19. I perspire just before starting a speech.

20. My heart beats very fast just as I start a

speech.
21. I experience considerable anxiety while
sitting in the room just before my speech
starts.
22. Certain parts of my body feel very tense
and rigid while giving a speech.
23. Realizing that only a little time remains in
a speech makes me very tense and anxious.
24. While giving a speech, I know I can
control my feelings of tension and stress.
25. I breathe faster just before starting a
speech.
26. I feel comfortable and relaxed in the hour
or so just before giving a speech.
27. I do poorer on speeches because I am
anxious.
28. I feel anxious when the teacher announces
the date of a speaking assignment.
29. When I make a mistake while giving a
speech, I find it hard to concentrate on the
parts that follow.
30. During an important speech I experience
a feeling of helplessness building up inside
me.
31. I have trouble falling asleep the night
before a speech.
32. My heart beats very fast while I present a
speech.

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 Statements Strongly Agree Neutral Disagree Strongly
Agree (5) (4) (3) (2) Disagree (1)
33. I feel anxious while waiting to give my
speech.
34. While giving a speech, I get so nervous I
forget facts I really know.

Reference: Personal Report of Public Speaking Apprehension (PRPSA) by McCroskey (2017)

Personal Report of Public Speaking Anxiety (PRPSA)

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 QUESTIONNAIRES (Communication Apprehension)

DIRECTIONS: This instrument is composed of twenty-four statements concerning feelings about

communicating with other people. Please indicate the degree to which each statement applies to
you by marking whether you strongly agree (5-SA), agree (4-A), undecided (3-U), disagree (2-D),
or strongly disagree (1-SD). Place a check (✔) mark in the box of your answer.

Questions Strongly Agree Neutral Disagree Strongly

Agree (4) (3) (2) Disagree
(5) (1)
1. I dislike participating in group
discussions.
2. Generally, I am comfortable while
participating in group discussions.
3. I am tense and nervous while
participating in group discussions.
4. I like to get involved in group
discussions
5. Engaging in a group discussion with
new people makes me tense and nervous.
6. I am calm and relaxed while
participating in group discussions.
7. Generally, I am nervous when I have to
participate in a meeting.
8. Usually I am calm and relaxed while
participating in meetings.
9. I am very calm and relaxed when I am
called upon to express an opinion at a
meeting.
10. I am afraid to express myself at
meetings.
11. Communicating at meetings usually
makes me uncomfortable.
12. I am very relaxed when answering
questions at a meeting.
13. While participating in a conversation
with a new acquaintance, I feel very
nervous.
14. I have no fear of speaking up in
conversations.
15. Ordinarily I am very tense and nervous
in conversations.
16. Ordinarily I am very calm and relaxed
in conversations.
17. While conversing with a new
acquaintance, I feel very relaxed.

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18. I'm afraid to speak up in conversations.
19. I have no fear of giving a speech.
20. Certain parts of my body feel very
tense and rigid while giving a speech.
21. I feel relaxed while giving a speech.
22. My thoughts become confused and
jumbled when I am giving a speech.
23. I face the prospect of giving a speech
with confidence.
24. While giving a speech, I get so nervous
I forget facts I really know.

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Bibliography

Aeni, N. et al., (2017). English Oral Communication Apprehension in Students of

Indonesian Maritime. Indonesia: Canadian Center of Science and Education.

Trang, T. (2011). A Review of Horwitz, Horwitz and Cope’s Theory of Foreign Language

Anxiety and the Challenges to the Theory.

Kostic – Bobanovic, (2004). Coping with Public Speaking Anxiety. p.1-2. p.5

Mestan, T. (2017). “Speaking Anxiety among Different Grades of K12”. Journal of

Foreign Language Edition and Technology.

Uyanik, Cobek, Basturk & Ugur (2016). Casual Relationship between School-based oral

Performance with Communication Apprehension, Test Anxiety and Fear of Negative Evaluation.

International Journal of Academic Research in Business and Social Science. Vol. 8.

McCroskey, J. C., et.al. (2009). Willingness to communicate, communication

apprehension, self-perceived communication competence, and compulsive communication:

Conceptualizations and perspectives.

J. Ayres, T. Hopf, J. C. McCroskey, J. A. Daly, D. M. Sonandre & T. K. Wongprasert

(Eds.), Avoiding communication: Shyness, reticence, and communication apprehension 3rd ed.

(pp. 97– 129). Cresskill, NJ: Hampton.

Beatty, M., & Pascual-Ferra, P., (2015). The International Encyclopedia of Interpersonal

Communication. Communication Apprehension.

Maisel, N., Gable, S., & Stratchman, A. (2008) Responsive behaviors in good times and in

bad.

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 Manovic (2012) Students’ Perspective on Speaking Anxiety and Dynamics in the ESL

Classroom p.3, Retrieved from

https://pdfs.semanticscholar.org/c395/588645de97f253c1594bc2d4b9785a35f413.pdf

Yaikhong – Usaha (2012) “A Measure of EFL Public Speaking Class Anxiety: Scale

Development and Preliminary Validation and Reliability” p.23, Retrieved from

https://files.eric.ed.gov/fulltext/EJ1080110.pdf

Abdullah – Rahman (n.d.) “A Study on Second Language” ..., P 1,

https://core.ac.uk/download/pdf/11785658.pdf

Kondo - Ying-Ling, (2004) “Strategies for coping with language anxiety: the case of

students of English in Japan” p. 1, Retrieved from

https://www.researchgate.net/publication/228599477_Strategies_for_coping_with_language_anx

iety_The_case_of_students_of_English_in_Japan

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