1

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Speaking is one of the important parts in English skills that should be mastered

by students besides reading, writing and listening. It is an act of making vocal sounds.

We can say that speaking means to converse, or expressing one’s thoughts and feelings

in spoken language. To speak often implies conveying information. It may be from an

informal remark to a scholarly presentation to a formal address.

Speaking is the productive skill in the oral mode. It is more complicated that it

seems at first and involves more than just pronouncing words. In other words speaking

skills are the skills that give us the ability to communicate effectively. These skills allow

the speaker to convey his message in a passionate, thoughtful, and convincing manner.

Speaking skills also help to assure that one won’t be misunderstood by those who are

listening.

Speaking is one of the four macro skills necessary for effective communication in

any language, particularly when speakers are not using their mother tongue. As English

is universally used as a means of communication, especially in the internet world,

English speaking skills should be developed along with the other skills so that these

integrated skills will enhance communication achievement both with native speakers of

English and other members of the international community.

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For the selected Grade (7) seven students, their ability to speak English in class

confidently is a must. It’s the desired output of all students have learned and the

information they have acquired in the classroom. But some teachers, especially those

that are using traditional method of teaching, often focus on reading and writing and

leave out listening and speaking skills. That’s why some of the students in Grade (7)

seven find it difficult to utter a word or produce meaningful sentences due to not being

practice their speaking skills and being afraid of making mistakes that will result on

criticizing by their classmates, but many students in Grade Seven knows how to utter

the words and speak fluently and clarity of what they read with confidence.

It is the purpose of this study to assess the speaking skills of Grade 7 students at

Bantayan Southern Institute.

Objectives

The study was conducted to determine the speaking efficiency assessment of the

selected Grade (7) seven students of Bantayan Southern Institute to communicate

effectively and appropriately in real-life situation and to use English effectively

for study purpose across the curriculum. The students can develop Comprehension skills

as well.
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Statement of the Problem

The study was conducted to determine the speaking skills efficiency assessment

of the respondents in Bantayan Southern Institute. Providing students with a variety of

situations and frequent speaking tasks plays a significant role in the improvement of

students’ fluency when speaking.

Specifically, this study aims to find out the answer on the problem presented

below;

- Speaking Skills Efficiency Assessment of Selected Grade (7) seven students of

Bantayan Southerns Institute Inc.

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THEORETICAL FRAMEWORK

Speaking is an activity of delivering massage, it occurs between speaker and

listener orally. In other words, the main point of speaking activity is that speakers

communicate their massage to the listeners. In this case, the speaker and listener

should be able to understand each other. The speaker can produce the sounds that

involved the massages and the listener can receive, process, and response the

massages.

According to Byrne (1984) speaking is oral communication. It is a two ways

process between speaker and listener and involves productive and receptive skill of

understanding.

According to Huebner (1969), speaking is the main skill in communication. Based

on this idea it is understood that through speaking, someone can communicate or

express what she or he wants in order to understand one another.

While Rivers (1978: 162) says that through speaking someone can express her or

his ideas, emotions and reactions to other person or situation and influence other

person. Furthermore, someone can communicate or express what he or she wants from

other and response to other speaker. It means that in order to express someone’s ideas,

speaker must also attend the aspect of speaking, in order that the massage is

understandable to the listener.

According to Brown (1987: 2) in all communication or conversation two people

are exchanging information or they have a communication or conversation need. It

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means that the reason for the people to communicate with other is in order to tell

people something, which they do not know, or to find something out from other people.

Johnson 1983 refers to speaking as the ability to produce articulation, sounds or

words to express, to say, to show and to think about ideas, taught and feeling.

Murcia 1978 says speaking is the primary element of language and it can be

developed from the beginning when someone was born, from the first contact with the

language.

Because of the significant role of speaking in action, Bailey (2005) and Goh

(2007) detailed how to enhance the development of speaking by means of syllabus

design, principles of teaching, types of tasks and materials, and speaking assessment.

Furthermore, in speaking skills, there are some aspects that should be

concerned. They are fluency, vocabulary, grammar, and pronunciation.

Conceptual Framework

The main concept of this study is to measure the speaking skills efficiency of the

selected Grade (7) seven students of Bantayan Southern Institute which is the main

variables of the study.

The researchers believe that this study will give a big improvement to the

student’s academic performance in terms of their speaking skills efficiency.

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Figure 1 The Flow of Conceptual Framework

Measures Speaking Skills Efficiency

Students

Improvement of Speaking Skills

Flow of the Study

The flow of this study is based on the system approach of input, throughout

output process. The input of the study includes the respondents, title of the poem, and

Percentage Score of the students through the use of Rubrics for the baseline of the

study.

The process of the study includes the transmittal of letters that will authorize the

researchers to conduct the said survey. After which, the data will be collected, analyzed

and tested.
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The output of the study is the possible improvement of the speaking skills of the

respondents and the recommendations that can be drawn based on the findings of the

study.

INPUT
 Selection of the respondents
 Preparation of the research
Instruments

PROCESS

 Transmittal Letters
 Administration of Research Instruments
 Data Gathering
 Analyzing & Statistical Treatment

OUTPUT
Improvement of Speaking Skills.

Figure 2 Flow of the Study

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Significant of the study

The importance of this study will help the following:

Students. They will be able to know how efficient they are in speaking English. Thus,

they may think of how they can improve and develop their speaking ability.

Teachers. They will be aware about their students speaking skills and also have ideas on

what activities they will conduct that will result to the development and enhancement

of the students’ ability to speak.

Researchers. The results of this study will serve as a guide for our future studies

especially when we are teaching. It will help us to gather information on how to deal

with the students and develop their speaking skills.

Scope and Limitations

This research study will be conducted in the premises of Bantayan Southern

Institute and is anchored within the school campus only. The scope of this study focuses

on observing and evaluating speaking skills of selected Grade Seven (7) students.

The researchers will limit only within the study they gather by using their tools

limited only in Grade (7) seven students.

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Definition of Terms

For clarification and understanding of the terms related to this study, the

following terms are defined conceptually and operationally.

Speaking. This term is refers to the action of conveying information done by the

respondents while speaking the poem.

Speaking skills. Is a skill that needs to measure to the respondents in order to know

their efficiency in terms of speaking.

Fluency. Is the ability to speak clearly and quickly.

Enhancement. Is the results need of the respondents after the researchers gathered the

data.

Pronunciation. Is the act or manner of pronouncing the words well during the

respondents reading the poem.

Vocabulary. Is the of words known by the respondents.

Respondents. This term is refers to a person / students used by the researchers to

gather the data.

Environment of the Study. This term refers to a place where the researchers conducted

their study at the Bantayan Southern Institute, Bantigue, Bantayan, Cebu.

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Chapter 2

METHODOLOGY

Research Design

The researchers choose a Descriptive research using Oral Recitation by using the

poem entitled “I wandered Lonely as a cloud.

Environment of the Study

This study will be conducted at Bantayan Southern Institute, Bantigue, Bantayan,

Cebu. The said school is a non – sectarian, co – educational institution in the Island of

Bantayan, Cebu, Philippines and it has more or less 4,500 sq. meters.

Respondent of the Study

The respondents of the study are the selected Grade (7) seven students of

Bantayan Southern Institute.

There are a total of fifty three (53) students in Grade Seven (7) Grape and there

are a total of 47 in Grade Seven (7) Apple in Bantayan Southern Institute. The

researchers get 25% only of the population in each section.

Research Instruments

This research used the poem entitled “I Wander Lonely as a Cloud” for oral

speaking.
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Research Procedure

To carry out this research efficiently the following steps will be done

First. Approval of the problem and Approval to conduct the research among the

selected Grade (7) Seven Students.

Second. The researchers presented a poem to the selected Grade Seven (7) students

entitled “I Wandered Lonely as a Cloud”

Third. Data were recorded and analyzed by using the following;

A. RUBRICS FOR ASSESSMENT OF SPEAKING SKILLS AMONG SELECTED GRADE SEVEN

CRITERIA
SKILLS
(EXCELLENT) (VERY GOOD) (GOOD) (POOR) (VERY
POOR)
Flowed faster or Speaks Stopped now Choppy, needed Speaks in a
FLUENCY
slower smoothly and and then to to stop and figure word for
depending on knew every work in a word out words. word.
20%
the story word. or a sentence.
moods.
Smooth, Speaking is Speaking is Piece is hard to Wordings
natural, often fluid and sometimes follow with many are unclear
rhythmic, no meaningful, but halting – stops and starts – and
CLARITY
awkward some pauses sometimes the requires re- swallowed
moments – occur speaker did not speaking to gain
20%
pauses are unnecessarily pause meaning.
consistently effectively at
where they sentences ends,
should be. or commas.
Volume is a Volume is loud Volume is loud Volume is often Volume is
loud enough to enough to be enough to be too soft to be too low and
VOLUME
be heard by all heard by all heard by all heard by all not heard by
audience audience audience audience all audience.
20%
members members at members at members.
throughout the least 80% of the least 60% of the
reading. time. time.
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Sounded Uneven Speak in a sing Speaks in a Speaks with

VOCAL
professional. emphasis given song way or did monotone, with no facial
Changes voice to important not change little change in expression
EXPRESSION
tone to content. voice very pace or voice
emphasize much. inflection.
20%
important
content.
Stands up Stands up Sometimes Learns on board. Not
PRESENTATION
straight, looks straight, looks a stands up Rocks back and confident at
relaxed and little relaxed straight, leans, forth. Moves feel all.
SKILLS
confident. and confident. slouches, rocks or hands without
Doesn’t ever back and forth, thinking.
20%
rock back and etc.
forth
Total of 100%

B. PARAMETERS OF LIMIT ON SCORES:

Excellent 95 – 100

Very Good 85 – 95

Good 70 – 75

Poor 60 – 70

Very Poor 60 Below

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Chapter 3

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter presents the data gathered, the analysis as well as the

interpretation of the findings. The data of this research were taken from the responses

of selected fifty (50) Grade (7) Seven students in Bantayan Southern Institute. The Table

1 shows the Presentation of Data of the respondents in terms of fluency, clarity,

volume, facial expression, presentation skills. The Graph 1 shows the analysis on the

overall remark of the respondents in the assessment of their efficiency in speaking skills.

Table 1 RESULT OF THE SPEAKING SKILLS INDIVIDUAL REMARKS

TOTAL NUMBER OF RESPONDENST = 50

SCORES DESCRIPTION RESULTS PERCENTAGE

95 – 100 Excellent 4 8%
85 – 95 Very Good 7 14%
70 – 75 Good 13 26%
60 – 70 Poor 17 34%
60 Below Very Poor 9 18%
50 100%

As shown in table 1, it presents the results of Speaking Skills Individual Remarks

of the respondents in terms of fluency, clarity, volume, vocal expressions, and

presentation skills. The highest percentage got 34% which is Poor and has the total of 17

respondents.
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Graph 1

ANALYSIS ON THE OVER – ALL SPEAKING SKILLS OF SELECTED GRADE 7 STUDENTS

EXCELLENT

VERY GOOD

GOOD

POOR

VERY POOR

0 2 4 6 8 10 12 14 16 18

Graph 1 shows the overall analysis of the selected Grade 7 students in terms of

their speaking skills. The result of the data was based on using the percentage. There

are four (4) respondents who got excellent remark, seven (7) respondents got Very

Good remark, thirteen (13) respondents got Good remarks, and there are seventeen

(17) respondents got Poor remarks, while nine (9) respondents got the Very Poor

remarks.
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Chapter 4

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion as well as the possible

recommendation that will derived from this study.

Summary

Based on the study the researchers summarized the findings, conclusion, and

recommendations where they found out that there are 17 students – respondents got

the highest remarks as shown in the table 1 and the result is 34% which is Poor.

Therefore they conclude most of the respondents have poor in speaking skills.

For the intervention derived by the researchers the respondents must practice their

speaking skills, they must practice the so – called public speaking, role playing and

debate.

Findings

Based on the result of this study, the researchers observed that the skills given in

the rubrics, most of the respondents got 60 - 70% with the remarks as Poor.

Conclusion

Based on the findings of this study, the researchers concluded that most of the

respondents have poor in speaking skills.

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Recommendations

Based on the findings and the conclusion that were derived from this study, the

researchers recommended the following;

1. English teachers should always induce lessons to enhance their speaking skills.

2. English teachers should give activities like public speaking, debate, and role

playing in order to unleash their speaking skills.

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BIBLIOGRAPHY
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Bailey (2005) and Goh (2007) Boonkit, Kamonpan. (2010). Enhancing the development of
Speaking skills for non-native speakers of English. Procedia - Social and
Behavioral Sciences. 2. 1305-1309. 10.1016/j.sbspro.2010.03.191.

Brown (1987: 2)Developing Oral Skills through Communicative and Interactive Tasks
, Bogota, Print Version ISSN 1967 – 0790

Byrne (1984: 8) Teaching Oral English.

5 March 2008, Longnam, 1986, The University of California, 2 illustrated reprint,
140 pages

Huebner (1960) Audio Visual Technique in Foreign Language. New York:

Cambrigde University Press.

Johnson (1983: 18) Language Teaching and Skill Learning.

June 1997, Oxford Blackwell. Institute of Education, London University, Volume
2, Number 4, pg.198

Rivers (1978: 162) Teaching Foreign – Language Skills, 2d ed. Chicago: University of
Chicago Press. Chapter 8, “The Speaking Skills: Expressing Personal Meaning.”

Murcia (1978: 91) Teaching Skills as a Foreign Language.

1979, National Geographic Learning 2014, 4 illustrated, 706 pages.
 19

APPENDIX A
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Individual Scores of the Respondents In Terms Of Their Fluency, Volume, Clarity, Vocal
Expression, and Presentation Skills

RESPONDE SKILLS (Score)

NTS NO. Fluency Volume Clarity Vocal Presentation
Expression Skill
1 3 3 3 3 3
2 3 2 2 3 3
3 4 4 5 5 4
4 3 4 4 3 4
5 4 3 3 3 3
6 4 3 3 3 3
7 3 4 4 4 3
8 4 3 3 3 3
9 3 3 3 2 3
10 4 3 3 2 3
11 4 3 3 2 3
12 3 4 4 2 3
13 3 2 2 2 3
14 4 3 3 2 3
15 5 5 5 5 5
16 4 3 2 3 3
17 4 4 3 3 3
18 4 5 4 3 3
19 4 3 4 3 4
20 3 3 3 3 3
21 3 3 3 2 3
22 3 2 2 2 2
23 5 5 5 5 5
24 4 4 4 3 4
25 4 4 4 2 4
26 4 4 4 3 4
27 4 4 4 3 3
28 4 3 3 2 3
29 4 5 5 5 4
30 3 2 2 3 3
31 5 5 5 4 4
32 5 5 5 3 4
33 4 4 4 3 3
34 4 3 3 2 3
35 3 2 3 2 3
36 4 4 4 3 3
37 4 3 4 3 3
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38 4 3 3 2 2
39 4 3 3 3 3
40 4 3 3 3 3
41 5 5 4 4 3
42 5 4 5 4 4
43 5 5 5 5 5
44 5 4 4 5 4
45 4 3 3 4 3
46 4 3 4 4 4
47 5 5 5 5 4
48 4 4 4 3 4
49 4 3 3 3 3
50 4 3 3 5 5
Total 196 175 175 156 167
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APPENDIX B
PERCENTAGE SCORE ON SPEAKING SKILLS

SKILLS TOTAL SCORES SCORE DESCRIPTION

FLUENCY 198 4 Speaks smoothly

and knew every
word.
CLARITY 179 3 Speaking is often
fluid and
meaningful, but
some pauses occur
unnecessarily.
VOLUME 181 3 Volume is loud
enough to be heard
by all audience
members at least
60% of the time.
VOCAL EXPRESSION 163 3 Speak but did not
change voice very
much.
PRESENTATION 170 3 Sometimes stands
SKILLS up straight, leans,
slouches, rocks back
and forth, etc.
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APPENDIX C
SPEAKING SKILLS INDIVIDUAL REMARKS OF SELECTED GRADE 7 STUDENTS

RESPONDE SKILLS Total Remarks

NTS NO. Fluency Volume Clarity Vocal Presentation Percentage
(20%) (20%) (20%) Expression Skill
(20%) (20%)
1 12 12 12 12 12 60 Poor
2 13 8 8 12 12 52 Very Poor
3 16 16 20 20 16 88 Very Good
4 12 16 16 12 16 56 Very Poor
5 16 12 12 12 12 64 Poor
6 16 12 12 12 12 64 Poor
7 12 16 16 16 12 64 Good
8 16 12 12 12 12 64 Poor
9 12 12 12 8 12 56 Very Poor
10 16 12 12 8 12 60 Poor
11 16 12 12 8 12 60 Poor
12 12 16 16 8 12 64 Poor
13 12 8 8 8 12 48 Very Poor
14 16 12 12 8 12 60 Poor
15 20 20 20 20 20 100 Excellent
16 16 12 8 12 12 60 Poor
17 16 16 12 12 12 68 Poor
18 16 20 16 12 12 76 Good
19 16 12 16 12 16 72 Good
20 12 12 12 12 12 60 Poor
21 12 12 12 8 12 56 Very Poor
22 12 8 8 8 8 44 Very Poor
23 20 20 20 20 20 100 Excellent
24 16 16 16 12 16 76 Good
25 16 16 16 8 16 72 Good
26 16 16 16 12 16 76 Good
27 16 16 16 12 12 72 Good
28 20 16 16 16 20 88 Very Good
29 16 20 20 20 16 92 Very Good
30 12 8 8 12 12 52 Very Poor
31 20 20 20 16 16 92 Very Good
32 20 20 20 12 16 88 Very Good
33 16 16 16 12 12 72 Good
34 16 12 12 8 12 60 Poor
35 12 8 12 8 12 52 Very Poor
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36 16 16 16 12 12 72 Good
37 16 12 16 12 12 68 Poor
38 16 12 12 8 8 56 Very Poor
39 16 12 12 12 12 64 Poor
40 16 12 12 12 12 64 Poor
41 20 20 16 16 12 84 Good
42 20 16 20 16 16 88 Very Good
43 20 20 20 20 20 100 Excellent
44 20 16 16 20 16 88 Very Good
45 16 12 12 16 12 68 Poor
46 16 12 16 16 16 76 Good
47 20 20 20 20 16 96 Excellent
48 16 16 16 12 16 76 Good
49 16 12 12 12 12 64 Poor
50 16 12 12 20 20 80 Good
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APPENDIX D

SPEAKING SKILLS OVER – ALL REMARKS OF SELECTED GRADE 7 STUDENTS

EXCELLENT

VERY GOOD

GOOD

POOR

VERY POOR

0 2 4 6 8 10 12 14 16 18
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APPENDIX E
Approval Letter

September 18, 2019

Bantayan Southern Institute
Bantigue, Bantayan, Cebu

To Whom It May Concern;

Warmest Greetings!

We would like to ask permission to allow us to conduct a survey among the

students in your class advisory. This is in view with the research entitled,
“Speaking Skills Efficiency Assessment of Selected Grade Seven Students”. We
are conducting a survey in all students in Grade, attached herewith is the survey
questionnaire and the rubrics for this study.

The survey would last only about 15-20 minutes and would be arranged at a time
convenient to the students’ schedule (e.g. during break). Participation in the
survey is entirely voluntary and there are no known or anticipated risks to
participation in this study.

Your approval to conduct this study will be greatly appreciated.

Thank You!

Sincerely,

JADE MARIE TEANO

CHRISTIAN NAGA
CHRISTIAN KIM MORADAS
Researchers

Approved by:

JOCELYN SJ. DULAP, Ed.D.

Academic Dean
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CURRICULUM VITAE

CONTACT INFORMATION

Name: Jade Marie Teaño Picture

Address: #06 Logarta Street Suba Bantayan, Cebu

Cell Phone: 09223147814

Email: [email protected]

PERSONAL INFORMATION

Date of Birth: November 24, 1993

Age: 24 years old

Place of Birth: Looc, Lapu-Lapu Maternity House, Lapu-Lapu City, Cebu

Citizenship: Filipino

Gender: Female

EDUCATIONAL BACKGROUND:

Bantayan Central Elementary School 2005-2006

Bantayan National High School 2009-2010

Bantayan Southern Institute

 Associate in Computer Technology 2012-2013

 Bachelor of Secondary Education 2019-2021

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CURRICULUM VITAE

CONTACT INFORMATION

Name: Cristian Kim T. Moradas Picture

Address: Kabac, Bantayan, Cebu

Cell Phone: 09958025452

Email: [email protected]

PERSONAL INFORMATION

Date of Birth: December 19, 1996

Age: 22

Place of Birth: Kampingganun, Bantayan Cebu

Citizenship: Filipino

Gender: Male

EDUCATIONAL BACKGROUND:

Kampingganun Elementary School 2008-2009

Madredijos National High school 2013-2014

Bantayan Southern Institute

 Bachelor of Secondary Education 2019-2020

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CURRICULUM VITAE

CONTACT INFORMATION

Name: Christian N. Naga Picture

Address: Pooc, Santa Fe, Cebu

Cell Phone: 09465084346

Email: [email protected]

PERSONAL INFORMATION

Date of Birth: December 17, 1997

Age: 21

Place of Birth: Quezon City

Citizenship: Filipino

Gender: Male

EDUCATIONAL BACKGROUND:

Guerilla Elementary School 2008-2009

Santa Fe National High school 2013-2014

Bantayan Southern Institute

 Bachelor of Secondary Education 2019-2020