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I. Context and Rationale

English is the commonly used language in all areas, whether it's

in education, industry or technology. It is not only used for

communication inside or at work but also for the establishment and

extension of a relationship between partnership and among

corporations. English is used to gain and share information from

various sources, like the Internet and printed materials.

Furthermore, English now encompasses countries and cultures. With

the capacity to speak well, it can open many doors for one's life and

social life. The more fluent a person is in English, the more exciting

conversations they can have and the more insightful. It provides life-

enriching opportunities such as travel, research and work abroad, not

only in the United States but in many other countries where English is

commonly spoken.

In fact, in the fast-changing work market, students must be

internationally competitive. In order to do so, everyone should have

the 21st Century skills. Communication is among these essential skills.

All educational strengths are balanced through effective

communication. It is very important for students to learn the ability to

efficiently express ideas and concepts to people with various types of

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personalities. For a person to eloquently express himself in English,

he needs a broad array of vocabulary and precise grammar. Equipped

with these skills, the students will be able to pose an edge over the

others.

A process occurs when a person learns the English language. It

covers reading, writing, listening and speaking. Such skills are

important to develop one's communication skills. Reading and

listening are regarded as receptive. Listening is very important when

learning a language. Good listening helps to enhance the quality of

speech and guarantees comprehension. Reading is the process of the

mind to generate words , sentences and phrases provided by symbols

and add meaning to them. This can contribute to understanding

grammar and language structure in a text. Reading books alone can

help improve the abilities to read and provide readers with information.

More so, the ability to write can be used by anyone that has the

willingness to learn and disciplined. It is also a part of an individual’s

life that is why writing can improve over time. Speaking has the

greatest challenge, but learning can be quicker and more enjoyable if

one knows his native language. This will actually boost the speaking

skills of an individual by performing important tasks such as talking to

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peers. An individual uses many different parts of the body like his/her

lungs, vocal chords and tract, tongue, teeth and lips to make sounds.

It is an ability to talk through the use of the mouth. Usually it needs at

least one listener when speaking. Depending on the case, expression

may be formal and informal.

The ability to speak is to convey message by mouth. It is an

open mechanism in which stored information is submitted and

received. The learner can gain confidence and independence in

communicating with others by learning and mastering this ability. It

can also help them not only to deliver the message skilfully, but to

understand their contact partners thoroughly.

The Philippines is worldwide recognized as one of the largest

English speaking countries with at least some degree of fluency in the

language of the majority of its population. English has always been an

official Philippine language and more than 14 million Filipinos speak

the language. It is the language of trade and law and the primary

medium of education. English proficiency is also one of the strengths

of the country, which helps drive the economy and makes the

Philippines the world's leading outsourcing destination.

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In the recent roundtable discussion organized by the British

Council, however, key government, academic, private and non-

governmental stakeholders admitted that although the Philippines

does well in English, concerns about its competitive advantage were

raised. The parties concerned decided that English should be

improved and cultivated as a fundamental skill of the workforce in

improving the education and learning of English. This initiative could

possibly strengthen the distinct advantages of the Philippines in this

region of the world, particularly with the upcoming integration of

ASEAN (Cabigon, 2015).

In addition, in a recent result of the English Proficiency Index

(EPI), the Philippines rank dropped from 14th place in 2018 to 20th in

2019. EPI measures average English skills on the basis of the results

of an on-line Standard English Test (SET) administered by the Swiss

global language, academic, cultural and educational travel company,

English Proficiency Education First. Whereas the Philippines still holds

a ranking of 60,14 out of a hundred which is regarded as “proficient

level”, its slid to 20th position shows other countries developing more

rapidly as global competition tightens. Last year, 61.84, which ranked

14th in 88 countries, were the country's score (Valderama, 2019).

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The EPI is significant because the Philippines is known to be

one of the best English-speaking nations in Asia and English skills

have helped drive the economy and have even made the country the

top outsourcing destination in the world, overtaking India in 2012. The

level of English skills determines Filipinos' chances of getting jobs in

and around the world.

Furthermore, speaking is one of the five micro-competencies

students can master to cope with the different topics and to interact

well with others. However, many students find it difficult to speak,

especially when they use English as their medium. Some of the

teachers have ignored the difficulties they face in basic contact such

as classroom recitation. This leads to the students' poor

communication skills. More so, there are factors that hinder the

students’ speaking skills such as their limited vocabulary, grammatical

errors, improper pronunciation of words and the like. These

hindrances may cause the loss of students’ self confidence in

speaking in English which may hamper their improvement.

With these, the researcher endeavors to find how the Genyo E-

Learning would be of help in improving the speaking skills of the

Grade 10 students. The results will be used as basis of teaching

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speaking in St. Mary’s Educational Institute. The study outcome which

is a suggested speaking activities are expected to bridge the gap in

the students ' language development. The speaking activities will be

used to aid the use of Genyo E-Learning in enhancing the students’

speaking skills.

II. Brief Review of Literature

This part presents the relevant literature from different sources

which are relevant to the study in focus.

In Suranaree Technology University, as what Somdee and

Suppasetseree (2012) found in their study, Digital Storytelling Website

(DSW) has become a valuable resource for first-year students to

enhance their English awareness. In addition, it was a way to

encourage students to develop and practice their knowledge of the

English language. In this research students were motivated to learn,

which was characterized by making activities interesting to students,

and convincing them of their ability to develop their language through

DSW. The student can also engage in the teaching and learning in the

classroom by interesting lessons and activities.

In addition, the research of Manurung (2015), where he studied

29 students enrolled in the Speaking IV at the English Department

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Faculty of Teacher Training and Education, Tadulako University in

Indonesia, proved that the use of context-based Internet instructional

materials increases the speakability of students. The individual student

active participants are able to develop their speech skills in explaining

or presenting the chosen subject; they are also able to fulfill the role

assigned to the classroom meeting and presentation; they are able to

ask questions, answer questions or address them; and they are

capable of commenting and arguing during discussion.

Speaking skills are the most valuable skills for English

Language Learners (ELLs) as they are very useful to show their

communication abilities for various purposes. Thus, the teachers must

focus on the improvement of the ELLS 'speaking skills. To this end,

the teachers must use the latest resources to improve the speech

skills of the students in the classrooms and seek to adopt different

strategies and approaches. Teachers should also select suitable

material for the students ' level. In addition, teachers will motivate the

students to engage in class debates where students are significantly

developing their language skills. Students must also create situations

themselves so that they are not only able to talk in classrooms but

also outside (Rao, 2019).

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Al Zoubi (2016) concluded in his study that new approaches to

develop the English speaking skills of students should be in place.

English speakers are suggested to create circumstances that can

allow students to establish oral English interactions as these

experiences can empower students to clarify concepts and help them

vocalize concrete meaning by vocalizing specific meanings.

Moreover, the latest approaches to get students to follow oral

communication practices are through the development of a teaching

style focused on tasks. Traditional methods of learning (by posting

questions of understanding controls) restrict students' likelihood of

two-way contact between students and the teacher. Task-based

learning is the best way to develop student interaction and teachers

can see how they create and rebuild their Interlingua through problem-

solving activities.

Furthermore, the findings showed, in the study of Afrizal (2015),

that knowledge gap (IGT) interventions successfully strengthen the

student's communication skills in the classroom. The results after each

cycle demonstrate this. That can be seen in the improvement in the

average performance of the students in the outcomes of the test: 58.8

in the first, 68 in the second and 81.3 in the three periods.

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Improvements were also seen in light of the results of encouraging

outcomes and successful student responses. From the analysis of the

questionnaire, the average score for the interpretation of students was

3,616. This indicates that the students have reacted positively to this

technique.

Also, Ashour (2014) found that activities carried out by video

conferencing provided the students of Gaza with a sufficient

opportunity to speak English. Students also found that their own

temperament, lifestyle and speech abilities benefit from the

experiment. This experiment was found by high-achiever to explore

themselves and to extend their knowledge, which is why the

experimental group’s high-achievers were better than the low-

achievers. It was hard for the low-levellers to get off the same level as

the middle or high students. They needed more time to get the same

benefits, or they may need to be exposed to a remedial program

before they start with other students.

Alfi (2015) proved in his study that communicative games were

enjoyable and challenging. All participated actively in the activities. By

playing communicative games, students spoke English better and

safer in small groups or in pairs when playing games. The result was
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an improvement in their English production. It implies the increase of

student interest in speech activities with communicative sports.

They're more involved and the activities are enjoyable. When they

speak, they are less nervous and more confident.

Marlianto (2015) concludes in his study that most of the

students in Frist grade of SMAN 19 Kabupaten Tangerang think that

role play improves their speaking skill. Role play also helps them to

get more courage to speak up in front of public. Even though there are

some students who do not get significant improvement but overall

improving students’ speaking skill through role play, reach a huge

success both for the teacher and also for students.

Furthermore according to Lucena and San Jose (2016), the 21st

century learning environment must be in which students engage

actively in and with each other in their learning activities. Students

should be well-rounded to boost their competitiveness today.

Cooperative training provides an advanced and practical way to create

an exciting social environment and involve students in the classroom

to learn about traditional skills and knowledge and to develop creative

and interactive knowledge in the society of today.

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On the other hand, in the study of Chivu et al. (2018), it was

revealed that the students agreed that e-learning is a great addition to

their evolution in the university environment for they are able to read

and access the materials in anytime and in any place. The e-learning

enables them to study their lesson more often even they are at work

because of its accessibility. It was seen that e-learning platforms are

useful and effective tools with a high degree of notoriety.

El-Seoud et al. (2017) concludes that self-motivation is a crucial

factor in student’s success. The integration of information and

communication technologies with the learning process depends on the

participants’ personal motivation. Students may lose their motivation

due to lack of experience in using technology and face-to face

interaction. In order to address this problem, the students must have

some necessary hardware and specific skills.

On the other hand, teachers need to develop and restructure

their courses in a way that suits online requirements. The teachers

must then review and modify the teaching approaches used in

traditional teaching to maintain the quality of the courses offered via E-

learning. Also, the teachers need to understand their student

motivations when teaching online classes. Since it is difficult to assess

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the student motivations for online learning, the teacher should obtain

an online assessment form on motivation to identify a number of

strategies to engage the students and keep motivated.

Alkhalaf, Drew, and Alhussaim (2012) proved in their study that

the use of e-learning system has a positive impact on the students’

education. Also, it was revealed that the use of e-learning has

increased the productivity of the students. The reason behind this

may be related to the adoption of modern e-learning systems

that enable students to get all the required information in the

educational process easily and quickly.

Moreover, in the literature review of Nortvig, Petersen, and Balle

(2018), they found out that there are factors that affect the students’

learning experiences in e-learning, online learning, and blended

learning with particular emphasis on professional education and

teacher training. Among the many factors, some seem more salient

than others: educator presence in online settings, interactions

between students, teachers and content, and deliberate connections

between online and offline activities and between campus-related and

practice-related activities.
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Meanwhile, Arkorful and Abaidoo (2014) pointed out the

advantages and disadvantages of e-learning. According to them, e-

learning is beneficial because it is flexible when issues of time and

place are taken into consideration. The students have the luxury of

choosing the time and place that suits them. E-learning enhances the

efficacy of knowledge and qualifications via ease of access to a huge

amount of information. It is able to provide opportunities for relations

between learners by the use of discussion forums. Also, e-learning is

cost effective in the sense that there is no need for the students or

learners to travel.

Additionally, E-learning always takes into consideration the

individual learners differences. Some learners, for instance prefer to

concentrate on certain parts of the course, while others are prepared

to review the entire course. E-learning helps compensate for scarcities

of academic staff, including instructors or teachers as well as

facilitators, lab technicians etc. Lastly, the use of e-Learning allows

self-pacing. For instance the asynchronous way permits each student

to study at his or her own pace and speed whether slow or quick.

On the other hand, the disadvantages that they pointed out are

as follow: E-learning as a method of education makes the learners

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undergo contemplation, remoteness, as well as lack of interaction or

relation; With respect to clarifications, offer of explanations, as well as

interpretations, the e-learning method might be less effective that the

traditional method of learning; When it comes to improvement in

communication skills of learners, e-learning as a method might have a

negative effect; Since tests for assessments in e-learning are possibly

done with the use of proxy, it will be difficult, if not impossible to

control or regulate bad activities like cheating.

E-learning may also probably be misled to piracy and

plagiarism, predisposed by inadequate selection skills, as well as the

ease of copy and paste; E-learning may also deteriorate institutions’

role socialization role and also the role of instructors as the directors of

the process of education; Also not all fields or discipline can employ

the e-learning technique in education; and E-learning may also lead to

congestion or heavy use of some websites.

According to them, despite some of the challenges of having e-

learning that they pointed out, the adaptation of e-learning in some

institutions has increased faculty and learner’s access to information

and provided a rich environment for collaboration among students

which have improved academic standards.

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Similarly, in the article of Trent (2020), she discussed some of

the disadvantages of e-learning. According to her, the disadvantages

of e-learning are as follow: time demand; instructor access; peer

interaction; time management; and technological issues. She said that

online learning increasingly becomes part of the higher education. E-

learning communities made it easy for the students who work full time,

and have disabilities to access their courses easily. However, there

are disadvantages to online learning communities due to factors such

as a lack of personal contact and an increased need for time

management skills.

Meanwhile, Zare et al. (2016) assessed that the use self-

directed e-learning method is more effective for improving students’

creativity (fluency, originality, flexibility, and elaboration) and

creativity compared to the traditional lecture method. It promotes

independent efforts from students, to search for answers themselves

instead of relying on their teachers. Multiple answers to a particular

question are obtained that force them to make wise decisions on

appropriate answers which nurture their creativity in the process.

Meanwhile, in the study of Heriansyah (2012) it was found that

the problems that most students faced in speaking was having a lack
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of vocabulary, not being confident to speak, not being used to talking

in class, and difficulty expressing words or sentences. The cause of

problems most students faced was being afraid of making errors.

There were two kinds of problems faced by the students in speaking

that the researcher found in this study, namely, linguistic problems and

non-linguistic problems.

Similarly, in the study of Blas et al. (2018), majority of their

respondents sometimes perform the basic rules of grammar well; they

are having a hard time in constructing a simple sentence, and they

learn more by self-study. It was likewise revealed that the performance

in speaking and writing tasks are indicators of difficulties in English

proficiency. The respondents’ performances in speaking and writing

tasks are both in the problematic stage.

In the research of Racca and Lasaten (2016) where they studied

216 grade 8 students of the Philippine Science High School in

Northern Luzon, they found that the students have English language

proficiency belonging to the satisfactory level. In connection to this,

they said that the English should continuously update themselves with

new approaches, methods, strategies and techniques in teaching the

English subject. This according to them may be done by attending

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seminars, trainings and workshops related to language and literature

teaching.

According to Ahmadi (2018), for the learners to improve their

language skills through using technology, professional development

should be specifically considered in order to assure learners’ learning

and to change the attitudes of teachers unfamiliar with the advantages

that technology provides. The technology plan must be closely aligned

with the curriculum standards. Teachers should know what

educational approach is the most effective one when integrating

technologies in the classroom. He further suggested that Teachers

should create technology-integrated lesson materials. These materials

should concentrate on teaching and learning, not just on technology

issues.

On the other hand, Mahmud (2014) assessed that good

academic achievers do not necessarily perceive their oral

communication skills as good due to other factors that may

contribute to having such perceptions. The students need extra-

curricular activities that do not just expose them to a repertoire of oral

communication skills, but also help them hone these skills. It was also
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revealed that it is relevant to deduce that students with better oral

communication skills have better academic performance.

III. Scope and Limitation of the Study

This study determined the efficiency of the use of Genyo E-

Learning in improving the grade 10 students’ speaking skills for

academic year 2019 - 2020. It likewise assessed the students’

assessment on the difficulties encountered during the implementation

of the said program.

This study is limited to the experience of 102 grade 10

students in St. Mary’s Educational Institute. Data for the level of

academic performance of the students in Speech 10 are based on the

students’ average grade for the whole school year. Furthermore, data

for the difficulties encountered by the students are based on the

interview conducted. The researcher gathered the needed information

from different internet websites.

IV. Significance of the Study

This study is significant because its general purpose is to

create a comprehensive review and analysis on the outcome of using

the program to further improve the speaking skills of the students.

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Specifically, it would benefit the school head, English teachers,

learners and future researchers.

To school heads, they can use the result of the study in

formulating programs for the strengthening of students’ speaking

skills. Also, this can be a basis in initiating trainings and seminars with

regard to the effective English language teaching.

To English teachers, this study gives the teachers an

inclusive guide to render the students with foundation that would

enhance their capabilities of speaking in English. Furthermore, this

study will help the teachers to have a basis which may be used in

teaching their subject.

To learners, this study will be beneficial to them in the sense

that enhancing their English speaking skills will be easier and

motivating using the program.

To future researchers, the study will serve as the guide in

conducting future research related to the topic. Furthermore the result

of this study should be vital source of data and information which will

serve as guide to other researchers.

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V. Research Questions

The main goal of this study is to identify and comprehensively

discuss the effectiveness of Genyo E-Learning in improving the

speaking skills of the grade 10 students in St. Mary’s Educational

Institute.

Specifically, it sought answers t the following questions:

1. What is the level of academic performance of the Grade 10

students in Speech 10?

2. What is the distinct feature of Genyo E-Learning when used

in teaching speaking in terms of:

a. Grammar

b. Pronunciation; and

c. Vocabulary?

3. What are the difficulties encountered by the Grade 10

students in utilizing the Genyo E-Learning to improve their speaking

skills?

4. What activities may be proposed to improve the speaking

skills of the Grade 10 students?

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VI. Methodology

This part presents the subject of the study, data gathering

instrument and procedure and the data analysis plan used in the

research.

Research Design

This study utilized the the mixed method of research.

Mixed methodology research includes the selection, analysis, and

synthesis of quantitative and qualitative studies. This approach to

research is used in order to better understand the research problem

than any of them alone. Through integrating quantitative and

qualitative data, researchers gain understanding and clarification in

detail and scope while compensating for the inherent shortcomings in

the use of each method (FoodRisC, 2016).

More so, Mixed Methods is a research approach in which both

quantitative and qualitative data are collected and analysed within the

same studies. At a period of increasing global uncertainty in the

provision of healthcare, work on mixed approaches has occurred.

Mixed methods research builds upon the potential strengths of

qualitative and quantitative methods, allowing researchers to explore a

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variety of perspectives and discover the links between the complex

layers of our diverse research questions (Shorten & Smith, 2017).

Subjects of the Study

The study involved 102 Grade 10 students of St. Mary’s

Educational Institute, School Year 2019-2020. Since all Grade 10

students are involved, no sampling technique was done.

Data Gathering Instrument

The researcher sent a formal letter of request to the

school principal and Assistant Principal to ask permission to utlilize the

academic performance of the students in Speech 10 and to conduct

interviews for Grade 10 students. The researcher and the other

English teacher initiated and launched the program to the students.

The researcher tallied, collected and interpreted the data after

numerous interviews, and formative and summative evaluations.

The researcher made use of documentary analysis as the main

instrument of the study. It is a form of qualitative research that uses a

systematic procedure to analyze documentary evidence and answer

specific research questions (Frey, 2018).

Preparation for the Data Analysis. To use the information in

the Genyo E-learning, the researcher sought the help of the LIS
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specialist of Diwa who is assigned in the institution. The researcher

immediately explored and analyzed the Genyo e-learning platform.

The researcher had an extensive reading of the nature of Genyo E-

Learning Oral Buddy Feature.

Analysis Proper. The researcher interviewed online the select

grade 10 students to identify the difficulties they experienced in

utilizing Genyo E-Learning for speech. Since it was online, the

researcher found it difficult to collect the information needed from the

students due poor internet connection of some of the students while

others did not respond to the researcher. Nevertheless, the informal

interview helped the researcher to gather the thoughts of the students

in using the Genyo E-learning and used the necessary information in

the study.

Scoring of Responses. The researcher used the verbal

interpretation provided by the Department of Education in describing

students’ performance. The following scale was used to determine

students’ performance in Speech 10:

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Scale Verbal Interpretation

90% and above Advanced

85% - 89% Proficient

80%- 84% Approaching Proficiency

75%- 79% Developing

74% and below Beginning

Data Gathering Procedure

A formal letter was given to the Principal and the

Assistant Principal for the permission to conduct the study and to get

the grades of the Grade 10 students in Speech from the advisers.

Upon approval, the researcher sought the help of the

advisers and the English teachers of the Grade 10 students for the

unstructured online interview. The researcher carefully explained the

study to the students to achieve better and reliable responses. The

researchers planned the procedures to be followed to have a

systematic way of conducting the study.

Data Analysis Plan

After gathering relevant data, the researcher tallied and

interpreted the performances of the students in Speech 10. The

researcher gave the interpretation relative to the problems

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encountered by the students as well as the teachers with regards to

reading comprehension.

Frequency and mean were utilized to determine the

number of the students on each level of academic performance in

Speech 10.

VI. RESULTS AND DISCUSSIONS

This part shows the analysis and interpretation of data

gathered through the documentary analysis and interpretation of the

results about the use of Genyo E-Learning to improve the students’

speaking skills.

Based on the responses of the respondents, the following

findings are revealed:

1. What is the level of academic performance of the Grade

10 students in Speech 10?

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Table 1
Level of Academic Performance of Grade 10 Students
in Speech 10

f %

Advanced (90 and Above) 39 38.23

Proficient (85-89) 14 13.73

Approaching Proficiency 16 15.69

(80-84)

Developing (75-79) 23 22.55

Beginning (74 and Below) 10 9.80

TOTAL 102 100.00

As presented on Table 1, 39 or 38.23 percent of the students are in

the advanced level; 23 or 22.55 percent fall under the developing

level; 16 or 15.69 percent are in the approaching proficiency level; 14

or 13.73 percent are classified in the proficient level; and 10 or 9.80

percent are in the beginning level. The results show that though the

majority of the students’ performanceare classified as advanced, a

significant number of students are still in the approaching proficiency

and below. This implies that students still need to improve their

speaking skills.
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This affirmed the study of Blas (2018) et al. that students’

performances in speaking and writing tasks are in the problematic

stage. It is according to Rao (2019) that as a solution, the teachers

must use the latest resources to improve the speech skills of the

students in the classrooms and seek to adopt different strategies and

approaches. Similarly, Al Zoubi (2016) suggested that the latest

approaches to get students to follow oral communication practices are

through the development of a teaching style focused on tasks. Also,

he said that task-based learning is the best way to develop student

interaction and teachers can see how they create and rebuild their

Interlingua through problem-solving activities.

2. What are the distinct features of Genyo E-Learning when used in

teaching speaking in terms of:

a. Grammar

b. Pronunciation; and

c. Vocabulary?

Genyo E-Learning is a product of Marshall Cavendish Education

Pte. Ltd., a K–12 educational software provider based in Singapore. In

its curriculum and professional growth, it integrates a distinctive

research-oriented approach while incorporating technology to promote

 28

meaningful learning and constructive learning in and outside

classrooms. It regularly offers a wide range of standard academic

enhancement publications with over 60 years of industry experience to

improve multilingual contents in more than 60 countries. Its respected

brand has been known worldwide for its outstanding work in ensuring

excellence in education.

Genyo E-Learning includes Oral Buddy in which several speech

activities are stored. Oral Buddy Secondary 1 is for Grades 7 and 8,

while Oral Buddy Secondary 2 is for Grades 9 and 10. The teacher will

assign activities that the students need to accomplish. Only those

assigned activities will appear to the students’ accounts.

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Moreover, the teacher can also make his/her own Oral Buddy

activities. These activities are patterned in the Oral Buddy Activities

offered by Genyo E-Learning. Genyo E-Learning’s Oral Buddy

comprises three categories: Reading Aloud, Picture Discussion and

Conversation. The teacher can choose among the fifteen topics

provided by the program.

Genyo E-Learning’s Oral Buddy comprises three categories: Reading

Aloud, Picture Discussion and Conversation. The teacher can choose

among the fifteen topics provided by the program.

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Grammar

The researcher, along with other English 10 teachers, uses the

category Conversation for the improvement of the students’ grammar.

In this category, each activity has two questions that students need to

answer. The students are tasked to elaborate their answers using

reasons and explanations. There are also some helping words

provided to guide the students with their answer, which are voice
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recorded. Their scores will appear once the teacher-in-charge is done

listening and grading their performances.

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Pronunciation

The Read Aloud category is utilized to enhance the students’

pronunciation skills. In this category, the students are provided an

article for each Practice Activity. Along with the given text is a

recorded sample of how the article is supposed to be read. Also, to

complete the activity the students need to record how they have read

the article.
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Vocabulary

English teachers use the Picture Discussion category for the

improvement of the students’ vocabulary. In each Practice Activity, a

picture is given and students will be asked to describe it as detailed as

possible. They may also be asked to interpret and explain the activity

happening in the picture using reasons and examples.

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This was similar to the study of Somdee and Suppasetseree

(2012) where they suggested that Digital Storytelling Website (DSW)

was a way to encourage students to develop and practice their

knowledge of the English language. Also, Manurung (2015) evidenced

that the use of context-based Internet instructional materials increases

the speaking ability of students. The navigation of the activities in the

Genyo E-learning is easy to follow that’s why the students are able to

do the activities on their own.

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This affirmed the study of Zara et al. (2016) in which they explained

that the use of self-directed e-learning method is more effective for

improving students’ creativity (fluency, originality, flexibility, and

elaboration) and creativity for it promotes independent efforts from

students, to search for answers themselves instead of relying on their

teachers.

3. What are the difficulties encountered by the grade 10 students in

utilizing the Genyo E-Learning to improve their speaking skills?

The teacher/ researcher and another English 10 teacher consider

Genyo E-Learning useful to the teaching-learning process in improving

the students’ speaking skills. However, the students experienced

different difficulties in using the program such as:

a. lack of time for administering Genyo E-Learning (for speech)

in school due to the computer laboratory’s full schedule;

b. incompatible headset for students if the activities are

assigned to be done in school;

c. slow internet connection at home; and

d. lack of self confidence in speaking in English while recording

their assigned activities

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The result confirmed the study of Arkorful and Abaidoo (2014) in

which they explained that aside from the many advantages that e –

learning offers; there are also disadvantages not only for the students,

but also to the teachers. It is also similar to what Trent (2020) has

cited on her article. She explained that even the e-learning offers

easier access to the students, there are still disadvantages in using

this such as time demand; instructor access; peer interaction; time

management; and technological issues.

4. What activities may be proposed to improve the speaking skills of

the grade 10 students?

A. Story Completion

The teacher will start the story. Then, each student will be asked

to continue the story where the previous person stopped. Each

student is supposed to add four to five sentences to the story.

B. Movie Conversation

The teacher will show a video clip from a movie. Then the

students will be grouped according to the number of characters shown

in the video. Each group will perform the scene with the objective of

speaking the way the characters did in the clip.

 37

C. Pass the Sentence

The teacher will ask the students to form a group of four. Then,

each group will be given a topic from which they will form a sentence.

The first member will construct the declarative sentence. Then, the

other members will change the sentence into other forms

(interrogative, imperative and exclamatory).

D. Impromptu

The teacher will prepare quotations for the students to discuss

in class. Each student will be picking his/her quotation and will discuss

it without preparation for one minute.

VII. Conclusion and Recommendations

Conclusion

Based on the findings, the following conclusions were drawn:

1. Majority of the students’ performance are in the advanced

level. However, there is a significant number of students who are still

in the approaching proficiency and below.

2. Oral Buddy Function has three categories namely:

Conversation, Read Aloud and Picture Discussion. The grade 10

English teachers use Conversation for grammar improvement; Read

 38

Aloud for pronunciation enhancement; and Picture Discussion for

vocabulary enrichment.

3. The students experienced different difficulties in using the

Genyo E-Learning (for speech) such as: lack of time for administering

Genyo E-Learning (for speech) in school due to the computer

laboratory’s full schedule; incompatible headset for students if the

activities are assigned to be done in school; slow internet connection

at home; and lack of self confidence in speaking in English while

recording their assigned activities.

4. Since the findings revealed that there is a significant number

of students who are still in the approaching proficiency and below, the

following activities are proposed to improve the students’ speaking

skills: Story Completion, Movie Conversation, Pass the Sentence and

Impromptu.

Recommendations

From the findings and conclusions, the following

recommendations are offered:

1. Activities like story completion, movie conversation, pass the

sentence, and impromptu may be utilized to validate its effectiveness

in improving the student’s speaking skills.

 39

2. English Coordinator, along with her teachers, may

communicate with the person in charge of the computer laboratory to

arrange the schedule of each class for speech class purposes.

3. The English teachers may consider looking for headset

dealers so that the students will have the same kind of headset which

is compatible with the program.

4. English teachers may have schedule for planning speech

activities for the students.

5. Teachers may monitor of the students’ progress so that the

activities to be done suit the needs of the students.

6. The English coordinator may validate the effectiveness of the

proposed activities.

7. Future researchers may use the findings of the study as a

basis for conducting the same nature of research.

 40

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23567

Atanacio-Blas, F, Meraña, M., Averion, R. F., Badanoy. M. A., Leon, A.

L., Ragudo, Y. C., Seguerra, R., & Vargas, M. G. (2018).
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Barbera, E. & Clara, M. (2012). Time in e-Learning Research: A

Qualitative Review of the Empirical Consideration of Time in
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/isrn/2012/640802/
 41

El-Seoud, M. S.A. et al. (2017). E-learning and students’ motivation: a

research study on the effect of e-learning on higher education.
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Gilakjani, A. P. & Sabouri, N.B. (2016). A study of factors affecting efl

learners’ reading comprehension skill and the strategies for
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No. 5; 2016 ISSN 1923-869X E-ISSN 1923-8703. Retrieved from
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Mahmud, M. M. (2013). Communication aptitude and academic

success. Elsevier Ltd. Procedia - Social and Behavioral Sciences
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proficiency and academic performance of philippine science high
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_English_Language_Proficiency_and_Academic_Performance_o
f_Philippine_Science_High_School_Students

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Zare, M., Sarikhani, R., Salari, M., & Mansouri, V. (2016). The impact
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Trent, A. (2020). Disadvantage of online learning communities.

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online-learning-communities-1331.html

Triad 3. (2016). An introduction to document analysis. Retrieved from

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Valderama, T.C. (2019, November 18). Pinoys’ English proficiency

declines sharply. The Manila Times. Retrieved from
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nalysis/pinoys-english-proficiency-declines-sharply/656784/
 43

APPENDICES
44
45
 46

Letter to the Parents

GOLDEN GATE COLLEGES GRADUATE SCHOOL
Batangas City

Petsa: ____________

Mahal na Magulang,

Pagbating Kapayapaan!

Bilang bahagi po ng adhikain ng paaralan na patuloy na magbigay ng

dekalidad na edukasyon sa ating mga mag- aaral, ang inyo pong lingkod
bilang isa sa mga gurong paaralan ay nagsasagawa ng isang action
research napinamagatang “THE USE OF GENYO E-LEARNING IN
IMPROVING THE SPEAKING SKILLS OF JUNIOR HIGH SCHOOL
STUDENTS”.

Kaugnay po nito, ang inyong anak na si _______________________ ay

kabilang sa isang daan at dalawa (102) na mag- aaral mula sa ika sampung
baitang ay magiging bahagi ng nasabing pag- aaral. Sa programa pong ito
ay tuturuan sila upang mapaunlad ang kanilang kakayahan sa pagsasalita
gamit ang lengwaheng Ingles. Dahil po dito ay hinihiling ko po ang inyong
pahintulot at pagsang- ayon upang siya ay makabilang sa nasabing pag-
aaral.

Makakaasa po kayo nasiya ay mapapanatiling ligtas habang isinasagawa

ang mga gawain sa pag- aaral na ito.

Maraming Salamat po!

Lubos na gumagalang,

DAISY JANE M. BRIONES

St. Maty’s Educational Institute
 47

Curriculum Vitae

Personal Information

Name: Daisy Jane M. Briones

Age: 31

Address: Paradiso de Caysasay, Calayaan, Sta. Teresita,

Batangas

E-mail: [email protected]

Civil Status : Married

Mother’s name : Eufrocina M. Monge (deceased)

Father’s name: Manuel M. Monge

Spouse name: Romeo Albert Edward R. Briones

Educational Background

PRIMARY: Sta. Teresa College (2001)

SECONDARY: Sta. Teresa College (2005)

TERTIARY: Sta. Teresa College (2014)

Master’s Degree: Golden Gate Colleges

Master in Education Major in English

Certificate: Teaching English as a Foreign Language

TEFL Professional Development Institute

120 Hour TEFL Certification (High Distinction)

 48

Work Accomplishment/s: Subject Coordinator (2016 – Present)

Gawad Gurong Genyo (2018-2019)

Trainings Attended:

First Asia
Technology Integration June 4, 2019 Institute of 3 days
for Learning using an to June 6, Technologies
LMS 2019 and
Humanities

Lyceum of the
2019 Summer In- Philippines
June 7, 2019
Service Training University-
to June 9, 3 days
(INSET) for Senior High Laguna,
2019
School Teachers Makiling,
Calamba City

DepEd-PEAC 2018 Lyceum of the

Summer In-Service Philippines
May 25, 2018
Training (INSET) for University-
to May 27, 3 days
Senior High School Laguna,
2018
Teachers in Private Makiling,
Schools Calamba City