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Saint Theresa College of Tandag, Inc

This document provides background information on oral communication skills and suprasegmental features of speech. It discusses how oral communication is fundamental to development of literacy and essential for thinking, learning, and social interaction. Suprasegmental features such as stress, tone, and duration accompany consonants and vowels over syllables, words, or phrases. The document notes that many students at Saint Theresa College Senior High School have difficulty with oral communication in English and speaking fluently. It aims to determine students' oral communication skills and recommend improvements to prepare them for future academic endeavors.

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0% found this document useful (0 votes)
189 views85 pages

Saint Theresa College of Tandag, Inc

This document provides background information on oral communication skills and suprasegmental features of speech. It discusses how oral communication is fundamental to development of literacy and essential for thinking, learning, and social interaction. Suprasegmental features such as stress, tone, and duration accompany consonants and vowels over syllables, words, or phrases. The document notes that many students at Saint Theresa College Senior High School have difficulty with oral communication in English and speaking fluently. It aims to determine students' oral communication skills and recommend improvements to prepare them for future academic endeavors.

Uploaded by

Kian Mellina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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Saint Theresa College of Tandag, Inc.

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CHAPTER 1

PROBLEM AND ITS SCOPE

BACKGROUND OF THE STUDY


The word communication is derived from the Latin
terms cum munis [to make common] and communicate [to share]. Hence,
communication is defined as the exchange of information, thoughts,
ideas, feeling and the like. Because of its complexity, scholars
and experts cast various definitions of communication.
Communication is any process in which people share information,
ideas, and feelings to construct meaning, establish relations and
build understanding (Griffin, 2006).
Oral communication skills are fundamental to the development
of literacy and essential for thinking and learning. Through talk,
students not only communicate information but also explore and
come to understand ideas and concepts; identify and solve problems;
organize their experience and knowledge; and express and clarify
their thoughts, feelings, and opinions. Listening and speaking
skills are essential for social interaction at home, at school,
and in the community (Morales et al., 2017). To develop their oral
communication skills, students need numerous opportunities to
listen and to talk about a range of subjects,
including personal interests, school work, and current affairs.
Suprasegmental, also called prosodic feature, in phonetics, a
speech feature such as stress, tone, or word juncture that
accompanies or is added over consonants and vowels; these features
are not limited to single sounds but often extend over syllables,
words, or phrases. Segments consist of vowels and consonants while
suprasegmental features are speech attributes that accompany

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consonants and vowels but which are not limited to single sounds
and often extend over syllables, words, or phrases. Vowels and
consonants are considered as small segments of the speech, which
together form a syllable and make the utterance. Specific features
that are superimposed on the utterance of the speech are known as
supra-segmental features. Common supra-segmental features are the
stress, tone, and duration in the syllable or word for a continuous
speech sequence. Supra-segmental or prosodic features are often
used in the context of speech to make it more meaningful and
effective. Without supra-segmental features superimposed on the
segmental features, a continuous speech can also convey meaning
but often loses the effectiveness of the message being conveyed
(Kulshreshtha,2012).
English is a significant area of a research study in Saint
Theresa College Senior High School Department. It has been an
observation that a number of students cannot speak fluently the
language nor they can even answer simple interview questions in
English (Interview with the SHS Teachers, October, 2020). As to
subject requirements they find difficulty complying requirements
and participating in class discussion because of their inadequacy
in Oral Communication. Although teachers are innovative in their
instructional strategies, they find out that students seemingly
show little interest in learning the language. This must be so
because their background learning experience has not adequately
equipped them with the necessary oral skills of the language. In
other words, their listening, reading, speaking and writing skills
are seemingly inaccurate.

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In this line of thought, the researchers are motivated to


conduct the study entitled The Oral Communication Skills among
Grade 11 HUMSS of Saint Theresa College of Tandag, Inc, in order
to determine their Oral Communication Skills with the purpose of
recommending measures that will improve their Oral Communication
Skills in English to prepare them professionally in their academic
endeavors ahead.

THEORETICAL FRAMEWORK

An obvious starting point for the paper, is a definition of


communication skills. Over the years, scholars have evolved a
theory of competence in oral communication skills. Initially,
theorists developed the concept -of linguistic competence which
focuses on understanding the underlying structural rules of
language. These include knowledge of phonetics, grammar and
vocabulary and collectively are ref-erred to as language code.
This theory concentrates, on knowledge, not performance. However,
the concept of linguistic competence seemed too limited for
scholars who were concerned with the abilities individuals display
in everyday interaction. Hymes(2007)stressed to develop the
concept of communication competence, which focuses on
.understanding both the rules 4 of language code and the rules of
language usage. Language usage encompasses appropriate uses of
language within particular cultures and situations. Thus,
communication competence is concerned more with performance than
knowledge.

Communication is exchange of ideas between people either


orally or in writing. In this research, communication is taken in

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the sense of fluency and accuracy. Former refers to proper use of


language without hesitation and later talks about use of
grammatically and phonologically correct language as (Alam and
Uddin, 2013). During oral interaction, learners have the
opportunities to gain input (listen to the target language) and
produce output or use the language productively. When producing
the target language, learners may encounter problems leading them
to recognize what they do not know or partially know (Bot et al,
2006). Learning contexts are related to various individual
difference variables influential in determining what teaching and
learning students would choose (Rao, 2006). Similar to that, (Goh
and Burns 2012), also suggest that an effective way to plan an
effective speaking program is by identifying the learners needs
Therefore, having sufficient understanding about the learning
context and characteristics of the learners will certainly
beneficial to identify what language learning theories or
techniques would be most relevant to the development of their oral
communication skills. Therefore, this article will address some of
key concept to implement in this context. These include:
interaction and correction, varying learning activities inside or
outside the classroom for fluency development, a combination of
multiple structural frameworks, using emerging technologies, and
assessment and evaluation.

The development of oral communication skills is a lifelong


process. Basic listening and speaking competencies- are acquired
early in life. However, developing communication competence,
knowledge of both code and usage, continues. throughout life. Among
adults one finds many 'levels of competence and. for an. individual

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competence may vary from situation to situation, (Mead, 2005).


(Stitch et al., 1974) have developed a model of communication
skills development which describes the progressive acquisition of
oracy and literacy. They first identify basic capacities of
hearing, seeing and motor movements. These develop into the skills,
of listening, looking, uttering and "marking. Comprehending
meaningful speech and producing meaningful utterances come next.
These -skills are referred to as auding and speaking. Lastly,
reading and writing skills develop.

Pressure to speak in English to the learners, both at school


and in the dormitory has demanded language instructor to take into
account the best methods fitting the learners’ needs and the
school’ expectation. As a result, language instructors have
designed an oral speaking class separated from literacy development
which means the students have to attend two English classes. The
first is a speaking class focusing on speaking and listening and
language features (pronunciation) and a literacy class focusing on
developing reading and writing skills and on language features
such as grammar and vocabulary. This context puts teacher in more
flexible way in managing his class. Also, in developing the
learners’ oral communication skills, teacher plays an important
role in structuring students’ learning experiences so as to support
their speaking development in and outside the classroom, that is
by designing interesting and appropriate materials (Goh and Burns,
2012). Furthermore, the teacher can develop assessments fitting
the learning goals and objectives. Overall, the language course in
this particular school could be a perfect example of the
integration and balancing the four strands as suggested by (Nation

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and Newton, 2009) in order to achieve the ultimate goals of L2


learning.

Wahyuni, (2006) proposed a theory on how to develop students’


oral communication skills by his Round Robin Technique. Round Robin
is primarily a brainstorming technique in which student’s
generation ideas but do not elaborate, explain, evaluate, or
question the ideas. Group of members take turns responding to a
question with a words, phrase, or short statement it means that
round robin technique give freedom to students to speaking. Besides
that, Round Robin technique is able to generate ideas and speak in
order moving from one student to the next. It means that Round
Robin technique gives a chance to students to speaking. According
to (Kagan, 2009) Round Robin is an oral technique. According to
(Dr. Karre, 2009) round robin engages students in group discussion
of key ideas from class It means that round robin is one technique
to improve students’ speaking skill in class in group. A round-
robin story is one that is started by one person and then continued
successively by others in turn. Whether an author can get
additional turns, how many lines each person can contribute, and
how the story can be ended depend on the rules.

Meanwhile, Jones, (2006) stated, “Speaking is a form of


communication. “We can say that the speaker must consider the
person they are talking to as listeners. The activity that the
person does primary based on particular goal. So, it is important
that everything we wants to say is conveyed in an effective way,
because speaking is not only producing sounds but also a process
of achieving goals that involves transferring messages across.

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(Jones, 2006) said, “How you say something can be important as


what you say in getting your meaning across. Therefore, speaking
process should pay attention to want and how to say as well as to
whom appropriately. According to (Nunan, 2007), the successful
oral communication involves developing: A. The ability to
articulate phonological features of the language comprehensibly.
B. Mastery stress, rhythm, intonation pattern. C. An acceptable
and interpersonal skills. D. Transactional and interpersonal
skills. E. Skills in taking short and long speaking turn f. Skills
in the management of interaction. G. Skills in negotiating meaning.
H. Skills in knowing about the negotiating purposes for
conversations. Speaking is the one of the most important
competencies that should be mastered by the language learners’
especially English learners beside reading, listening and writing.

However, teachers can make changes in their teaching


practices if they are introduced to new teaching techniques”
(Bashiruddin, 2003). Keeping in mind the hope of change and
improvement , a journey was started by applying new teaching
strategies such as demonstration, role play, discussion through
pair and group work which encouraged students’ participation in
classroom activities and improving OCSs (Cameron, 2001; Hall,
2011). (Shughri, 2007) in his study concludes that, “these
strategies brought real life situations into the class, where
students were provided with rich opportunities to express their
ideas and exchange their opinions.” As a result of using these
strategies in intervention phase some key themes emerged were
students’ participation and responses in classroom activities
increased, accuracy and fluency skills were developed, very limited

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code switching was observed, self and peer correction helped in


accuracy and fluency, imitation and questioning skills enabled
students at sustaining oral skills. These thematic findings clearly
indicated towards the improvement of students OCSs.

CONCEPTUAL FRAMEWORK

Oral Communication Skills depends in the sounding of vowel and


consonant sounds and stressing, phrasing, juncture and blending of
English words. Also, the ability to answer simple interview
questions. In some cases, having a correct grammar and vocabulary
is good but being proficient in using these simple English terms
is also important. Pronunciation is important in English because
mispronunciations will make hearer misunderstand about the meaning
of utterance. There are some terms that will guide one to improve
his/her Oral Communication Skills: Sounding of Vowels, are produced
with relatively open vocal tract. Especially a vowel in a sound
that is made with the mouth and throat and not closing any point.
Sounding of Consonant, are created by pushing through a small
opening in the vocal tract or by building up the air in the vocal
tract by releasing it. Stressing, is the degree of emphasis given
a sound in syllable in speech. In speech, it means that one is
adding vocal emphasis to a particular word or syllable using extra
vocal energy, volume and breathe to make it louder and clearer to
his/her listener. Phrasing- is breaking or dividing an utterance
into breathe unit or thoughts group. It is grouping of words in a
long sentence in order to express a clear thought. Juncture- is the
manner of moving (transition) between two successive syllables in
speech. Also, it breaks or pauses in speech that indicate moral or

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other grammatical units. Blending- it is saying the words in phrase


as if they were one word. In other words, it refers to joining the
beginning of one word and the end of another to make a new word
with a new meaning. All these are contained in Box 1.

In this study, the researchers conducted an oral test and


simple interview to measure the ability of the students in the
sounding of vowel and consonant sounds and in stressing, phrasing
and blending English words. The adviser, an English teacher
herself, provided them with the correct segmentals and
suprasegmentals key in determining the respondents’ Oral
Communication Skills as indicated in Box 2.

Thus, the improvement of Oral Communication Skills can help


students specially, the Grade 11 HUMSS students to express their
ideas and thoughts in a clear and simple way of speaking orally.
Thus, the output is contained in Box 3.

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A. Sounds of English
• Segmentals
- Vowels
- Consonants
• Suprasegmental Improved Oral

s Grade 11 HUMSS Communication Skills


Students Oral among Grade 11 HUMSS
- Stress
Communication Skills Students of Saint
- Intonation
through an Oral test. Theresa College of
- Phrasing
Tandag Inc.
- Juncture
- Blending
B. Ability to Answer
Simple Interview
Questions.

Figure 1: Schematic Diagram of the Study

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STATEMENT OF THE PROBLEM

The purpose of this study was to determine the Oral


Communication Skills among Grade 11 HUMSS students in order to
propose measures for the improvement of their Oral Communication
Skills.

It sought to answer the following sub-problems:

1. How accurate are the Oral Communication Skills of the Grade 11


HUMSS students in English as to:

1.1 Segmentals, and


1.2 Suprasegmentals?

2. How fluent are the Grade 11 HUMSS students in answering simple


interview questions?

3. How do the following factors affect the students’ oral


communication skills in English in terms of:

3.1 Personal Factor;


3.2 Family Factor;
3.3 Peer Factor;
3.4 School Factor, and
3.5 Community/Environmental Factor?
4. Is there a significant relationship between the accuracy of
the Grade 11 HUMSS students in their Oral Communication Skills
and the factors that affect their Oral Communication Skills?
5. Is there a significant relationship between the student’s
fluency in answering simple interview questions and the factors
that affect their Oral Communication Skills?

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6. What measures can be recommended to improve the Oral


Communication Skills of the Grade 11 HUMSS students?

HYPOTHESIS

Ho1: There is no significant relationship between the accuracy


of the Grade 11 HUMSS students in their Oral Communication Skills
(segmentals and suprasegmentals) and the factors that affect their
Oral Communication Skills.

Ho2: There is no significant relationship between the


student’s fluency in answering simple interview questions and the
factors that affect their Oral Communication Skills.

SIGNIFICANCE OF THE STUDY

This study entitled The Oral Communication Skills among the


Grade 11 HUMSS Students of Saint Theresa College of Tandag Inc.

This study is important to the following people:

Students. This study wil/l help the Grade 11 HUMSS students


to improve their Oral Communication Skills.

Teachers. This study will help the faculty to identify those


students who needs to improve their Oral Communication Skills.
Also, it will help the faculty to find some ways to develop students
Oral Communication Skills or somehow the faculty will try another
teaching strategy that will surely help.

Administrators. This study will help them to become aware


about the students’ Oral Communication Skills and to know their
concerns, so that they will take an action towards those
problems/concerns.

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Parents. This study will help the parents to know if their


children has a good Oral Communication Skills. Also, it will help
them on how they can assess or guide their children in learning
even though they are in their respective houses.

School. This study will help to get a good feedback by others


because of their way or strategies on how to handle and to develop
students Oral Communication Skills.

Community. This study will help the community to have a


harmonious way of living because of better exchanging and proper
way of delivering of ideas and thoughts.

Other Researchers. This study will help other researchers to


be aware and knowledgeable of the processes involved in making
this present study. It would help them to be a better analyst and
it can be a help as a future reference for more studies in the
future.

SCOPE AND LIMITATIONS OF THE STUDY

This study entitled The Oral Communication Skills among the


Grade 11 HUMSS Students in Saint Theresa College of Tandag Inc.
This study will be conducted in Saint Theresa College of Tandag
City Inc. Senior High School Department on February, 2021 it
involves the Grade 11 HUMSS Students.

The areas covered are the accurateness of the Oral


Communication Skills (segmentals and suprasegmentals) of Grade 11
HUMSS students in English, the fluency in answering simple

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interview questions, the factors that affect their Oral


Communication Skills and the measures that will help improved Oral
Communication Skills.
The output of the study would be to improve the Oral
Communication Skills among the Grade 11 HUMSS Students in Saint
Theresa College of Tandag Inc.

DEFINITION OF TERMS

In order to fully understand the study, the following terms are


clearly defined.

Blending. Saying the words in state as in case they were one word.

Consonant Sounds. These are phonemes produced by pushing through


a little opening in the vocal tract or by building up the discourse
within the vocal tract and discharging it.

HUMSS- A strand in Senior High School which means Humanities and


Social Sciences in which the researchers choose to conduct the
study.

Interview Questions. These are the questions to be interviewed to


the respondents.

Juncture. Way of moving between two progressive syllables in


discourse.

Oral Communication Skills. Implies communication through mouth. It


simplifies good delivery and articulation of words with the help
of suprasegmentals or speech elements.

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Oral Test. A type of test that will help to easily determine the
level of Oral Communication Skills of Grade 11 HUMSS students.

Phrasing. Breaking or separating an articulation into breathe unit


or group of thoughts.

Stressing. The degree of accentuation given a sound in syllable in


a discourse or speech.

Segmentals. These are vowel, consonant sounds and dipthongs

Suprasegmentals. These are speech elements which include


stressing, intonation, phrasing, juncture and blending.

Vowel Sounds. These are delivered by moderately opening the vocal


tracts.

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CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter contains several readings and sources of


information that are very relevant to the present study. It
contains related concept and ideas that established the claim why
the study is to be conducted.

Foreign Literature

Generally, communication can be defined as a process of


exchanging information, from the person giving the information
through verbal and non-verbal methods, to the person receiving the
information. Oral communication skills will also be at a premium
in the future. As the Information Age progresses, much of students’
"personal, social, and professional success will depend on their
speaking and listening skills. Our new literacy will require
instruction in oral communication" (Martin, 1987). Students will
need to be able to effectively communicate with an increasing
number of audiences due to site-based decision making in the
workforce, the need for problem solving strategies, higher
technical literacy in society, and telecommunications
technologies. Thus "as the satellite communication system
increases our oral communication capability across the nation and
around the world, the need for competency in the basic skills of
speaking and listening becomes imperative" (Boileau, 1982).
The most common method of communication is verbal, using a
specific language where it is a two-way process, with feedback on

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the message received. Communication also involves the exchange of


ideas, opinions and information with a specific objective. Apart
from oral communication, information can also be exchanged using
symbols or signage. Communication has also been defined as sharing
and giving meaning occurring at the same time through symbolic
interactions (Seiler & Beall, 2005). Communication has been said
to start when a message or information is transferred from the
sender (the speaker, writer) to the receiver (listener, reader)
through an instrument or channel, and
followed by the receiver giving feedback (coding and interpreting
the information (Masri, 1997). Based on these definitions, elements
of communication include the person giving the information, the
information and feedback by the receiver, and the repetition of
these processes creates knowledge development. Previous research
on communication skills among university students have been
reported by (Ahmad and Dababneh, 2010; Cleland et al., 2005). They
found that a positive communication environment provides
opportunities to students to learn how to communicate, and thus,
have better communication skills. Therefore, university students
need to be given opportunities to communicate in order to be better
prepared for the job market after their studies. Communication is
more effective if the receiver (of the information) can understand
and practice the skills. Further, communication will be more
meaningful if the physical, spiritual and social factors are taken
into account during the communication process. As a university
student who is getting ready to start on their chosen career, he
or she should take the opportunity in any activities that developed
communication skills in a wider and complete aspect so that

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communication skills can be fully developed. Students need to put


in effort to develop their communication skills to be able to
succeed in their chosen profession (Ihmeideh, et al. 2010).
There are many types of communication skills, but generally
it involves oral and written skills.(Helmi,2005) proposes that
there are essentially three types of communication, which are
interpersonal communication, management communication
(communication in a group), and public communication (speech
making). The process of communication generally involves four
elements, which are the speaker, the receiver, communication
channel and feedback. A few researchers have defined communication
as verbal communication, written communication, non-verbal
communication, listening and giving feedback (Najmuddin, 2010). At
the same time, (Idris,2010) proposes that communication as a non-
verbal skill, giving feedback, presenting ideas verbally and in
written form, doing presentations and negotiating to achieve a goal
and getting support/agreement. In our globalized world, university
students need to master communication skills in different cultural
contexts (Penbek et al.,, 2009). (Harlak et al.,2008) proposes that
university students be exposed to activities that can develop their
communication skills starting from their first year at university.
Hence, universities must provide many more activities to develop
the students’ communication skills in order to meet the challenges
of the globalized world. Therefore, the aim of this study was to
investigate the level of communication skills (oral, written and
social skills) among local university students.

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Local Literatures

According to Gonzaga, (2018) there have been various problems


and issues that surround the Philippines’ educational system. The
country is suffering from a massive, if not, significant decline
in the quality of education that public schools offer. English,
being one of the major subjects taught in primary and secondary
schools, is of great importance to consider. Of all the subjects
taught, this may be the most important for the reason that English
is also used in teaching other subjects as well. When students
graduate and finally work, English is surely used in communication,
especially and most importantly abroad. Monitoring the teachers in
the schools has also been a problem because of poor budget allocated
by the government to education. In turn, the more effective
techniques in teaching may not be implemented for the students.
Some may also be retained to the old techniques that were now
obsolete, which of course, hinders the way to effective teaching
and learning.
Principals must constantly keep the teachers in check to make
sure that they continue to teach efficiently and successfully. To
these problems, the researchers decided to investigate the
educational system of the Philippines. Being English majors, the
researchers were deeply concerned to the teaching of the English
subject with fluency and accuracy. The relation to the course also
played a role as to why the researchers chose to delve into the
said topic. Education is rarely examined upon in undergraduate
studies, and it is time to study a growing concern of the country,
one which may have great effects soon if not remedied. Well of

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course, it is not always said that the problem is with the teachers,
but the teacher is second to the most important part of the
classroom, the students. If it is indeed proven that the teachers
are lacking in English proficiency especially in oral
communication, an intervention program may soon be needed to
develop to fix this problem as to (Villaber, 2018).
Ultimately, the success of all the educational reforms and
globalization initiatives boils down to the basic unit of the
educational system-the classroom. These classrooms are manned by
teachers, who serve as facilitators of the teaching-learning
process. Hence, preparing and training teacher education students
is of crucial importance, especially along competency and skill
areas related to 21st century education literacies like that of
using the English language and effective oral communication. This
places the vital role to the Teacher Education Institutions (TEIs)
in their preparation and training of the teacher education
students, especially along content, pedagogical skills, and 21st
century skills. Apparently, the preparation and training of teacher
education students in the college classrooms is very crucial.
Interestingly, numerous observations are shared by college
professors that teacher education students have difficulties and
apprehensions in expressing themselves using the English language
during classes and even during encounters Mark Anthony T. Juan and
Ronald Candy S. Lasaten Relationship between Teacher Education
Students’ Oral Communication Apprehensions in English and Their
Academic Performance International Journal of Languages, Literature
and Linguistics, Vol. 2, No. 2, June 2016 doi:
10.18178/ijlll.2016.2.2.69 65 outside the classrooms. Majority are

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apprehensive to communicate their ideas during recitations, while


some have anxieties in communicating during group, one-on-one and
public speaking sessions as to (Juan et al., 2005).

Foreign Studies

Hedge, (2002) describes the communicative classroom as where


one develops the students’ communicative language ability in five
key components: • Pragmatic competence refers to the ability to
know how to use the language to achieve communicative goals. •
Linguistic competence refers to knowledge of the language itself
(spelling, vocabulary, pronunciation etc.). • Discourse competence
refers to the ability to know how ideas are linked across utterances
(linguistically and between sentences). • Strategic competence
refers to using communicative strategies to express oneself. •
Fluency refers to the ability to communicate easily without
hesitation and “inappropriate” slowness. Thus, the teacher’s role
in a communicative classroom goes far beyond presenting and
providing the students with new language. They need to build the
students’ competence as well as their confidence. Furthermore,
(Hedge, 2002) clearly states that “the communicative classroom will
need to expose learners to input which they can attend to, and
opportunities to produce output in more controlled activities”. The
concept ‘controlled activities’ refers to activities where the
focus on language is made conscious for the students, while the
teacher still has control of the students’ output to a large extent.
(Hedge, 2002) raises four needs that have to be fulfilled to create
these ‘controlled activities’. Firstly, one needs to contextualize

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the activity by demonstrating the link between linguistic form and


communicative function. That is, to find a suitable situation for
when the current structure would be applied in real life. Secondly,
the activities need to allow the students to personalize their
language to freely express their own ideas, feelings and opinions.
Thirdly, the students need to become aware of the social use of
language, which means understanding which language and social
behavior is suitable in a specific situation. Lastly, the teachers
need to help the students develop their confidence, for them to
learn how to produce language automatically and quickly. By letting
students work and try out their language together, the teacher is
creating a positive climate for classroom communication where the
students’ confidence can develop.
Within the field of second language learning, grammar has
historically always been seen as more important than vocabulary.
However, today vocabulary is considered equally important to
grammatical structures when it comes to developing communicative
competence within a second language. Grammar is needed in order for
the learner to communicate in a logical manner; however, the
importance of vocabulary is emphasized since that is how a learner
transmits a message (Hedge, 2002) Nevertheless, (Gass et al., 2013)
mention that vocabulary learning is a time consuming process and
it is unrealistic to believe that a language learner will have full
knowledge of a word after only hearing it one time. Words are
commonly learned after being encountered frequently; that is, a
learner must hear the word used in different contexts to fully
understand its meaning and as a result utilize the word as a part
of their own vocabulary. This process can be enhanced by using a

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platform created by (Gass et al. 2013) known as the ‘Vocabulary


Knowledge Scale’ consisting of five stages: “a. the word is
unfamiliar, b. the word is familiar but the meaning is not known,
c. translation into the native language can be given; d. the word
can be used appropriately in a sentence and e. the word is used
accurately, both semantically and grammatically.”
The linguist Stephen Krashen put forward a theory called the
Input Theory, where he claimed that a learner must build
comprehensive knowledge of the target language before any spoken
language can occur (Krashen 1985). His stance was based on an
approach called the Comprehensive Approach which meant that, if
output is produced before input, a learner could make errors which
persisted. However, if input knowledge of a language is
acknowledged before output is produced, these errors can be
avoided. Though input is important for a second language learner,
it is not enough. However, (Swain, 2005) took a different stance
by arguing for Pushed Output. She claimed that, pushing students
to produce language would help them notice gaps in their language
knowledge. Pushed output’ is basically when a learner has to produce
language that “pushes” them to perform outside their normal comfort
level. Several speaking tasks can lead to a pushed output with a
desirable result. For example, research shows that when learners
are given the opportunity to prepare a speaking task, it can in
fact lead to improvements in fluency and grammatical complexity
(Nation, 2005).

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Local Studies

Communication skills point to improve abilities of students


in language understanding and expressing ideas through the
implementation of oral examination. With the thrust on helping
students improve communicative competence, there is a growing
consensus that the development of communication skills encompassing
academic literary and English language proficiency occurs most
effectively in the context of disciplinary study and that
communication skills need to be embedded in the curriculum;
however, there is also recognition of the challenges of achieving
it .The enclosure of oral examination results to high motivation
of students to learn speaking skills Further, this gives teachers
more opportunities for students to speak English. Ongoing English
language proficiency assessment like oral examination is required
throughout the school year to ensure each language speaker will
master the skills and knowledge based on his or her individual
abilities (Gonzaga et al.,2018).
Oral examination is an assessment used in many schools and
institution to measure aspects of competence which are not tapped
in written examinations. Oral examination provides the speakers an
incentive to explore topics and give them the chance to interact
one on one with examiners. Oral examination as an assessment tool
enables the instructors to test the students on all five cognitive
domains of Bloom’s Taxonomy (knowledge, comprehension, application,
analysis, synthesis and evaluation),( Villaber et al.,2018).
According to (Lasala,2013), in understanding actual linguistic
performance, one must consider more than just what utterances are

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possible according to the rules of any given linguistic system or


what utterances are feasible, because it is important to consider
the factors governing the appropriateness of an utterance and how
the conditions that define what is appropriate are linked to the
factors governing the possible and feasible in determining the
actual speech performance. Communicative competence can refer to
what a speaker needs to know to communicate effectively
(Cabalquinto, 1989). The whole of the communicative event is
considerably greater than the sum of its linguistic elements.
Moreover, language is made up of a collection of units, all related
to each other in very particular ways, on different levels. These
different levels are themselves related in various ways to each
other. The primary function of language is to express meanings and
to convey these to someone.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents research design, research locale and


respondents, sampling technique, research instrument, validation
of instrument, data gathering procedure and statistical treatment
of data.

RESEARCH DESIGN

The research design used in this study is quantitative


research design which deals with numerical statistics to measure
the oral communication skills (segmentals and suprasegmentals) of
Grade 11 HUMSS students of Saint Theresa College of Tandag Inc.

RESEARCH LOCALE AND RESPONDENTS

This research was conducted at Saint Theresa College of


Tandag, Inc., located at Corner Magsaysay and Quezon st., Dagocdoc,
Tandag City, Surigao del Sur. The respondents of this study were
all Grade 11 students of HUMSS Strand in which the researchers
were only able to manage the process of data gathering using 100
respondents in all from the ten sections of Grade 11 HUMSS. This
was so, because of the difficulty in tapping the entire population
especially with the many restrictions during this pandemic time.
In addition, ten (10) teachers were made to answer sub-problem
no.3 on factors affecting the oral communication abilities of the
students.

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Table 1. Respondents of the Study

SECTIONS NO. OF RESPONDENTS Frequency Percentage

Teachers Students

MSGR. ORTEGA 1 10 11 10%

FR. VAN DEN BERG 1 10 11 10%

FR. MUSKINS 1 10 11 10%

FR. CHAGAS 1 10 11 10%

S. GUJILDE 1 10 11 10%

ORPIANA 1 10 11 10%

FR. JANSEN 1 10 11 10%

FR. PANIS 1 10 11 10%

FR. BOEREN 1 10 11 10%

OLAERTS 1 10 11 10%

TOTAL: 10 100 110 100%

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SAMPLING TECHNIQUE

The sampling technique used in this study was purposive


because the first ten (10) respondents represented the entire Grade
11 HUMSS. This was the safest sampling applied because of pandemic.

RESEARCH INSTRUMENT

The research instrument used in this study were the


questionnaire for both teachers and students, short reading
selection for the segmental and suprasegmentals phonemes and
interview for students.

VALIDATION OF INSTRUMENT

The instrument was validated by the English professors of


Saint Theresa College of Tandag, Inc. whose qualifications are MA
in English Language Teaching and a Doctor of English.

DATA GATHERING PROCEDURE

With the validated questionnaire, the dean of the CTE


department and the VP for academic affairs were requested to
approve their permit to conduct the study to the Grade 11 HUMSS
students. Upon their approval with the knowledge of the Senior
High School principal, the data gathering took place. The
researchers with their definite tasks, were stationed in the Senior
High School Department to conduct an oral test and simple interview
to the first ten (10) students during the scheduled submission of
their modules. An approved letter for the conduct was presented to
them; hence, their cooperation was solicited. An hour and a half
was spent for every respondent to answer orally the selection and
simple interview. It took the researchers to complete the data

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after two (2) months. The respondent’s availability tested the


persevering attitude of the researchers.

STATISTICAL TREATMENT OF THE DATA

The results were tallied and tabulated after retrieving them


from the respondents. To make the tabulation reliable and valid,
the researcher used statistical methods in interpreting and
analyzing the data using the simple percentage, weighted mean and
Pearson r correlation for the significant relationship or
variables.

SCORING AND PARAMETER USED

A. SCALE RANGE DESCRIPTIVE CATEGORY


5 - 4.20-5.00 Most (Ms) Contributory - MsRecommended

4 - 3.40-4.19 More (Mr) Contributory - MrRecommended

3 - 2.60-3.39 Less (Ls) Contributory - LsRecommended

2 - 1.80-2.59 Least (Lst) Contributory - LstRecommended

1 - 1.00-1.79 Not (N)Contributory - NotRecommended

B. For Oral Test and Interview

SCORE DESCRIPTIVE CATEGORY

20 Most (Ms) Accurate/Fluent

15-19 More (Mr) Accurate/Fluent

10-14 Less (Ls) Accurate/Fluent

5-9 Least (Lst) Accurate/Fluent

0-4 Not at all (N) Accurate/Fluent

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is concerned with the presentation,


analysis, and interpretation of data. The answers to the problems
were gathered from the Grade 11 HUMSS Students and Teachers of
Saint Theresa College of Tandag Inc. as the respondents of the
study. Related to their Oral Communication Skills, the data were
discussed below.
Sub-Problem No.1 How accurate are the Oral Communication
Skills of the Grade 11 HUMSS students as to segmentals and
suprasegmentals phonemes?
Table 2
Accuracy of Oral Communication Skills as to Segmental and
Suprasegmental Phonemes
Scale Frequency Percentage Descriptive
Category
20 10 10.5% Most Accurate
15-19 33 34.7% More Accurate
10-14 37 33.7% Less Accurate
5-9 11 11.6% Least Accurate
0-4 9 9.5% Not Accurate at All
TOTAL 100 100%
Based on the results from the reading selection that was
conducted to the one hundred (100) Grade 11 HUMSS students of Saint
Theresa College, it identified the respondent’s accuracy in Oral
Communication Skills to be specific, if the respondents pronounce
words, phrases and sentences. It shows and it has been

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identified that the plurality of the respondents scored from 15-


18 with a percentage of 34.7 described More Accurate. On the other
hand, there were only 9 students got the score 0-4 with the
percentage of 9.5, not accurate at all.
This is also supported by (Hedge, 2000: 283), who claims that
when students attend higher levels of second language learning,
there should be an increased focus on fluency-based activities. The
rationale behind the increased focus on fluency is that learners
should have developed their skills within grammar, vocabulary and
pronunciation during the lower levels of second language learning.
Consequently, they should be able to combine previous knowledge and
apply that to “real-language use” during the fluency-based
activities (loc. cit).
Sub-Problem No. 2. How fluent are the Grade 11 HUMSS Students
in answering simple interview questions?

Table 3
Fluency of Oral Communication Skills of HUMSS in Answering
Simple Interview Questions

Scale Frequency Percentage Descriptive


Category
20 11 11.58% Most Fluent

15-19 26 27.37% More Fluent

10-14 39 35.79% Less Fluent

5-9 20 21.05% Least Fluent

0-4 4 4.21% Not Fluent at All

TOTAL 100 100%

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The table shows the respondent’s Fluency of Oral Communication


skills in answering simple interview questions. Most numbers or
scores is ranging from 10-14 with a frequency of 34 and a percentage
of 35.79 which means Less Fluent. On the other hand, there are only
4 respondents got the lowest scores ranging from 0-4 with a
percentage of 4.21 which means Not Fluent at All.
Nunn (2002) determines that diversity in interaction involves
not only verbal communication but also paralinguistic elements of
speech such as pitch, stress, and intonation. In addition, non-
linguistic elements such as gestures and body language/posture,
facial expression, and so on may accompany speech or convey messages
directly without any accompanying speech.

Sub-Problem No.3. How do the following factors affect the


student’s communication skills in English?

Table 4.1
Factors Affecting Students’ Oral Communication Skills in English
in terms of Personal Factor
TEACHERS STUDENTS TOTAL Adjectival
Indicators RANK
WAM Adj. Descr. WAM Adj. Descr. WAM Description
1. I always LstCF MrCF LsCF 2
speak
visayan at
home. 2.60 4.17 3.39
2. I do not LstCF MrCF LsCF 3
read reading
materials in
English. 2.20 3.80 3.00
3. I always LstCF MrCF LsCF 4
watch
Filipino
movies. 1.87 3.53 2.70

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4. I only NCF LsCF LstCF 8


listen to
OPM music. 1.47 3.39 2.43
5. I do not NCF LsCF LstCF 5
participate
conversation
in English. 1.80 3.36 2.58
6. I prefer NCF LsCF LstCF 10
to speak
tagalog in
class
discussion. 1.67 2.94 2.31
7. I always MstCF MrCF MrCF 1
listen to
local radio
stations. 4.40 3.51 3.96
8. I like to NCF LsCF LstCF 7
watch Korean
movies. 1.67 3.27 2.47
9. I don’t NCF LsCF LstCF 9
like to
express my
ideas and
thoughts
using the
English
language. 1.47 3.20 2.34
10. I prefer NCF LsCF LstCF 6
to watch
Filipino
teleseryes. 1.87 3.13 2.50
Total Least More Less
Weighted 2.10 Contributory 3.43 Contributory 2.77 Contributory
Mean Factor Factor Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)

The table above shows the result from the survey conducted
about the Factors Affecting Students’ Oral Communication Skills in
English in terms of Personal Factors to the ten (10) teachers and

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one hundred (100) randomly selected students of HUMSS strand of


Saint Theresa College of Tandag Inc. The highest score from
indicator number seven (7) with the weighted mean 3.96 which means
More Contributory factor. On the other hand, indicator number six
(6) got the lowest score with a weighted mean 2.31, which means
Least contributory factor.
Savignoon & Wang (2003) have discussed communicative language
teaching in EFL context. The researchers have found out that
adopting a communication-based approach in many EFL context is very
difficult. But they have recommended that teaching for
communicative competence appears to be the appropriate guiding
principle of English pedagogy. (Veronica de Andres, 2002) has
concluded that affective variables such as anxiety, motivation,
self-esteem and inhibition can no longer be denied in the learning
process. They affect the learning process negatively. (Nishimura,
2000) has tried to compare between different educational theories
in order to find out the suitable theory to maximize learners’
proficiency levels in communicative language reacting in Japan. He
concluded that teachers are required to keep an appropriate balance
between formal instruction to help learners acquire grammatical
forms and communicative instruction that facilitate acquisition.

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Table 4.2
Factors Affecting Students’ Oral Communication Skills in English
in terms of Family Factor
TEACHERS STUDENTS TOTAL Adjectival
Indicators RANK
WAM Adj. Descr. WAM Adj. Descr. WAM Description
1. My LstCF LsCF LstCF
parents do
not model
8
speaking
English
language. 2.40 3.31 2.86
2. We do NCF LsCF LsCF
not have
reading
9
materials
in English
at home. 1.00 2.98 1.99
3. We do NCF LsCF LsCF
not have
television 10
and gadgets
at home. 1.00 2.76 1.88
4. My LstCF MrCF LsCF
immediate
family
members 7
always
speaks
visayan. 2.20 3.58 2.89
5. My LsCF MrCF MrCF
family
usually
3
watching
tagalog
movies. 3.40 3.68 3.54
6. My LsCF MrCF MrCF
parents
4.5
likes to
listen 3.40 3.56 3.48

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radio in
bisaya.
7. My MrCF MrCF MrCF
family are
comfortable 1
in speaking
bisaya 3.80 3.95 3.88
8. My LsCF MrCF MrCF
family used
visayan 4.5
language in
praying 3.33 3.62 3.48
9. My MrCF MrCF MrCF
family
lives in
rural area 2
and far
from the
city 3.93 3.49 3.71
10. My LstCF MrCF LsCF
family
raised
6
me/us using
visayan
language. 2.40 3.73 3.07
Total Less More Less
Contributory
Weighted 2.69 Contributory 3.47 3.08 Contributory
Factor
Mean Factor Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)

The table above shows the result from the survey conducted
about the Factors Affecting Students’ Oral Communication Skills in
English in terms of Family Factors to the ten (10) teachers and
one hundred (100) students of HUMSS strand of Saint Theresa College
of Tandag Inc. The highest score from indicator number seven (7)
with the weighted mean 3.88 which means More Contributory factor.

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On the other hand, indicator number three (3) got the lowest score
with a weighted mean 1.88, which means Less contributory factor.

According to Burgess (2005) added that mothers’ knowledge


about available children literature, mothers’ academic level and
experience with print materials were associated with the literacy
level of their children. More, mothers who were more interested in
watching television and less in reading were unsuccessful
contributors to academic achievement of their children. Hartas
(2012) evidenced through a UK based research study that maternal
educational level was significant factor in contributing to
reading and writing of their children. The family investment model
argues that parents with a higher socio-economic position are
willing to invest more affection in their children. Such
investments involve several different dimensions of family
support, including: (a) learning materials available in the home;
(b) parent stimulation of learning, both directly and by supporting
advanced or specialized tutoring or training; (c) the family's
standard of living (adequate food, housing, clothing, medical
care); and (d) residing in a location that helps the child develop
competencies (Conger and Donnellan, 2007). These factors are
likely to have a positive effect on the child's academic
performance and reading ability (Davis-Kean, 2005; Sohr-Preston et
al., 2013).

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Table 4.3
Factors Affecting Students’ Oral Communication Skills in English
in terms of Peer Factor
TEACHERS STUDENTS
TOTAL Adjectival
Indicators WAM WAM Adj. RANK
Adj. Descr. WAM Description
Descr.
1. My friends
always speaks 1.20 NCF 4.00 MrCF 2.60 LstCF 4
visayan.
2. My friends NCF
like to watch
1.13 3.49 MrCF 2.31 LstCF 9
Filipino
movies.
3. My friends NCF
only listen
to Original 1.27 3.46 MrCF 2.37 LstCF 7
Pinoy Music
(OPM).
4. My friends NCF LstCF
likes to have
a 1.13 3.55 MrCF 2.34 8
conversation
in bisayan.
5. My friends NCF LstCF
don’t like to
read reading 1.20 3.36 LsCF 2.28 10
materials in
English.
6. My
friends are
using visayan
3.53 MrCF 3.26 LsCF 3.40 LsCF 2
through phone
and video
calls
7. My friends NCF
talk to me 1.53 3.74 MrCF 2.64 LsCF 3
using visayan
8. My friends NCF
1.47 3.58 MrCF 2.53 LstCF 6
socialized

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others using
visayan.
9. My friends
are good
4.53 MsCF 3.87 MrCF 4.20 MrCF 1
speakers in
visayan
My friends
like to watch NCF
1.33 3.80 MrCF 2.57 LstCF 5
Filipino
movies.
Least
Total Weighted Less Contributory
1.83 Contributory 3.61 MrCF 2.72
Mean Factor
Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)

The table above shows the result from the survey conducted
about the Factors Affecting Students’ Oral Communication Skills in
English in terms of Peer Factors to the ten (10) teachers and one
hundred (100) students of HUMSS strand of Saint Theresa College of
Tandag Inc. The highest score from indicator number nine (9) with
the weighted mean 4.20 which means More Contributory factor. On the
other hand, indicator number five (5) got the lowest score with a
weighted mean 2.28, which means Least contributory factor.
The majority of the respondents appreciate the importance of
the English language in our lives but around 50% of them do not
communicate in English with their peers in the classroom or outside
the classroom. The factor of communicating in the EFL classroom was
emphasized by Faliva, (2012). He has found that the student's role
is to get involved and to participate with the teacher to achieve
the goals of teaching. Also, this factor was discussed by Mazouzi,
(2013) as an important factor for communicating in EFL classroom.

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The results also revealed that around 40% of the participants can
use the English language confidently however, around 35% of them
show their disability to use the language confidently. Around 40%
of the respondents express that they face difficulties in speaking
English. The same findings were proved by (Abebe, at.al. 2014) in
their study.
Table 4.4
Factors Affecting Students’ Oral Communication Skills in English
in terms of School Factor
TEACHERS STUDENTS TOTAL Adjectival
Indicators RANK
WAM Adj. Descr. WAM Adj. Descr. WAM Description
1.Language used
in campus is 1.00 NCF 3.35 LsCF 2.18 LstCF 6
visayan.
2.Some of the
lectures are in 1.13 NCF 3.06 LsCF 2.10 LstCF 8
visayan.
3.Some teachers
are not
1.00 NCF 2.95 LsCF 1.98 LstCF 10
articulate in
English.
4.School
activities are
more in written 3.47 MrCF 3.61 MrCF 3.54 MrCF 1
form than in
oral.
5.Class
interaction is 3.33 LsCF 3.12 LsCF 3.23 LsCF 2
in visayan.
6.School
reporting are
1.13 NCF 2.94 LsCF 2.04 LstCF 9
usually in
visayan.
7.Some of the
lectures are in 1.67 NCF 3.55 MrCF 2.61 LsCF 3
visayan.

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8.Some teachers
are not
1.00 NCF 3.23 LsCF 2.12 LstCF 7
articulate in
English.
9.School
activities are
more in written 1.47 NCF 3.15 LsCF 2.31 LstCF 4
form than in
oral.
10.Class
interaction is 1.47 NCF 3.09 LsCF 2.28 LstCF 5
in visayan.
Not Least
Total Weighted Less
1.67 Contributory 3.20 Contributory 2.44 Contributory
Mean
At All Factor Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)

The table above shows the result from the survey conducted
about the Factors Affecting Students’ Oral Communication Skills in
English in terms of School Factors to the ten (10) teachers and one
hundred (100) students of HUMSS strand of Saint Theresa College of
Tandag Inc. The highest score from indicator number four (4) with
the weighted mean 3.54 which means More Contributory factor. On the
other hand, indicator number three (3) got the lowest score with a
weighted mean 1.98, which means Least contributory factor.

The findings of this domain reveal that the majority of the


participants agree that teachers encourage them to communicate in
the class. This result contradicts what (Mazouzi,2013) has found
in her study that around 64% of the participants in her study do
not feel that they are motivated to speak in English. This factor
of students' motivation was emphasized by (Campos,2013) as a factor

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that plays a great role in helping students to communicate fluently


in EFL classroom. Also, the role of the teacher in encouraging and
supporting students in EFL classroom was discussed by Rodriguez &
(Barrera, 2015)

Table 4.5
Factors Affecting Students’ Oral Communication Skills in English
in terms of Environmental Factor
TEACHERS STUDENTS TOTAL Adjectival
Indicators RANK
WAM Adj. Descr. WAM Adj. Descr. WAM Description
1.Language
used in MrCF MrCF MrCF
3.47 3.85 3.66 3
campus is
visayan.
2.Some of
the
lectures 1.80 NCF 3.41 MrCF 2.61 LsCF 9
are in
visayan.
3.Some
teachers
are not 3.40 LsCF 3.48 MrCF 3.44 MrCF 5
articulate
in English.
4.School
activities
are more in MrCF
3.67 MrCF 3.54 3.61 MrCF 4
written
form than
in oral.
5.Class
interaction
2.87 LsCF 3.49 MrCF 3.18 LsCF 6
is in
visayan.
6.Language
3.60 MrCF 2.74 LsCF 3.17 LsCF 7
used in

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campus is
visayan.
7.Some of
the
lectures 3.80 MrCF 3.64 MrCF 3.72 MrCF 2
are in
visayan.
8.Some
teachers
are not 3.73 MrCF 3.78 MrCF 3.76 MrCF 1
articulate
in English.
9.Government
or
municipal
authorities
are not
conducting
such
1.47 NCF 3.32 LsCF 2.40 LstCF 10
activities
like public
speaking
competition
at least
once in a
year.
10. Some
community
drill are LstCF
2.53 3.68 MrCF 3.11 LsCF 8
only using
visayan
dialect.
Total Less Less
More
Weighted 3.03 Contributory 3.49 Contributory 3.26 Contributory
Mean Factor Factor Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)

The table shows the result from the survey conducted about the
Factors Affecting Students’ Oral Communication Skills in English

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in terms of Environmental Factors to the ten (10) teachers and one


hundred (100) students of HUMSS strand of Saint Theresa College of
Tandag Inc. The highest score from indicator number eight(8) with
the weighted mean 3.76 which means More Contributory factor. On the
other hand, indicator number nine (9) got the lowest score with a
weighted mean 2.40, which means Least contributory factor.
The findings of this domain indicate that around 70% of the
respondents communicate in English in the classroom. This result
contradicts what Abebe, et.al. (2014) have found that 70% of their
participants are reluctant to participate in the class because they
are not interested in English. This result has a great impact on
learning English as EFL as was discussed by Mazouzi, (2013). Around
35% of the participants feel anxious in the class of English and
feel embarrassed when making mistakes although, 60% of the
respondents reveal that students do not laugh at any student when
making a mistake. While in the study of Abebe, et.al. (2014) we can
find that the fear of making mistakes and being laughed at are one
of the main causes of perceived reticence. The feeling of anxiety
and inhibition was discussed by Veronica de Andres, (2002) and
Batiha, et.al. (2014) as a negative factor that influence EFL
learning.

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Table 4.6
Summary Table on the Factors Affecting Students Oral
Communication Skills
Indicators Weighted Mean Average Rank
Weighted Mean
Teachers Students

Personal 2.10 LstCF 3.43 MrCF 2.77 LCF 3


Factors
Family Factors 2.69 LstCF 3.47 MrCF 3.08 LCF 2

Peer Factors 1.83 LstCF 3.61 MrCF 2.72 LCF 4

School Factors 1.67 NCF 3.20 LCF 2.44 LstCF 5

Environmental 3.03 LCF 3.49 MCF 3.26 LCF 1


Factors
Total of AWM 2.26 LstCF 3.44 MCF 2.85 LCF

The table shows the result from the summary table on the
factors affecting students’ oral communication skills. First rank
from indicator no. 5 which is environmental factor with a weighted
mean 3.26 described less contributory factor. On the other hand,
indicator no. 4 which is school factor got the lowest rank with a
weighted mean 2.44 described least contributory factor.
The findings from the summary table on the factor affecting
students’ oral communication skills, reveal that the students
learned their oral communication skills in the community or
environment and not from home or school. If he/she goes with people
who are good at English, he/she can be influenced. If he/she goes
with the people who are poor in English, he/she can also be
influenced. English is not our language. Even in school, visayan
is the pre-dominant language. Therefore, the very influential

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factor is Environmental factor, especially when he/she is exposed


to the people who are good in English. In school, even the teachers
in English seemingly use visayan language in teaching in order to
deliver the lesson or knowledge clearly (An interview with an
English teacher at STC, 2020).

Sub-Problem No. 4. Is there a significant relationship between


the accuracy in both segmentals and suprasegmentals phonemes and
the factors affecting oral communication skills?

Table 5
Significant Relationship between Accuracy of Grade 11 HUMSS
Students’ Segmental and Suprasegmental Phonemes and Factors
affecting Oral Communication Skills

Pair of n Correlation Remark P-value Interpretation


Variables Value

Accuracy of
Oral
Communication
Skills and
Negligible Not
Factors that 100 0.071566 0.491105
Correlation Significant
affect their
Oral
Communication
Skills

Since the P-value of 0.491105 is greater than the alpha value


of 0.05, then we fail to reject our null hypothesis. Thus, there
is no significant relationship between Accuracy of Grade 11 HUMSS
Students Oral Communication Skills in terms of proper soundings of
the words and Factors that affect their Oral Communication Skills.

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It has been revealed that the students are influenced in the


community or environment and not from home or school. If he/she
goes with people who are good at English, he/she can be influenced.
If he/she goes with the people who are poor in English, he/she can
also be influenced. English is not our language even in school,
visayan is the pre-dominant language.
Regarding the items that ask about oral speaking tests and
presentation, most of the students were not sure about those
activities. While in the study of (Abebe, at.al. 2014), the results
have shown that presentations in the class have been reported to
be highly anxiety inducing. More than half of the participants
agree that group work encourages students to use English and that
they do some exercises in groups. While in Kuutila (2014) study,
the results have shown that 64% of the respondents mentioned some
of group-related issues that may influence oral communication such
as the atmosphere in the class, group pressure into using English
and how well the students know each other.

Sub-Problem No. 5. Is there a significant relationship


between the fluency in answering simple interview question and the
factors affecting their oral communication skills?

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Table 6
Significant Relationship between Fluency of Grade 11 HUMSS
Students in answering simple interview questions and Factors that
affect their Oral Communication Skills
Pair of N Correlatio Remark P- Interpretation
Variables n Value value
Fluency in
answering
simple
interview
questions and Negligible 0.7139 Not
100 0.038160
Factors that Correlation 4 Significant
affect their
Oral
Communication
Skills

Since the P-value of 0.71394 is greater than the alpha value


of 0.05, then we fail to reject our null hypothesis. Thus, there
is no significant relationship between Fluency of Grade 11 HUMSS
Students in answering simple interview questions and Factors that
affect their Oral Communication Skills.

Therefore, among the factors that can influence is


Environmental factor, especially when he/she were exposed to the
people who are good in English. In school, even the teachers in
English class they seemingly use visayan language in teaching in
order to deliver the lesson or knowledge clearly.
The majority of the respondents appreciate the importance of
the English language in their lives but around 50% of them do not
communicate in English with their peers in the classroom or outside
the classroom. The factor of communicating in the EFL classroom was
emphasized by Faliva, (2012). He has found that the student's role

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is to get involved and to participate with the teacher to achieve


the goals of teaching. Also, this factor was discussed by Mazouzi,
(2013) as an important factor for communicating in EFL classroom.
The results also revealed that around 40% of the participants can
use the English language confidently however, around 35% of them
show their disability to use the language confidently. Around 40%
of the respondents express that they face difficulties in speaking
English. The same findings were proved by (Abebe, at.al. 2014) in
their study.

Sub-Problem No.6. What measures can be recommended to improve


students’ oral communication skills?

Table 7
Recommended Measures to Improve the Oral Communication Skills of
Grade 11 HUMSS Students
Weighted
Adjectival
Indicators Arithmetic Rank
Description
Mean
1. Instruction must be Most Recommended
4.35 3
in English.
2. Class interaction
between teachers and
4.20 More Recommended 9
students must be in
English
3. School gathering and
programs must use 4.18 More Recommended 10
English language.
4. Join in a public
speaking group in 4.00 More Recommended 13
English.
5. Speech fest must be
4.33 Most Recommended 5
regularly held.
6. School library must
sponsor oral reading 4.55 Most Recommended 1
contest.

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7. English speaking must


4.33 Most Recommended 5
be strictly implemented.
8. Attend or watch
videos of speeches
4.03 More Recommended 12
delivered by skilled
presenters.
9. Practice pitching an
idea or delivering a
presentation to a 4.26 Most Recommended 8
trusted friend or
mentor.
10. Read as much as you
3.73 More Recommended 14
can
11. Try to speak or
communicate in English 4.33 Most Recommended 5
at home.
12. Listen to English
4.27 Most Recommended 7
songs.
13. Watch English movies
4.11 More Recommended 11
with good moral lesson.
14. Observe English
speakers in different 4.43 Most Recommended 2
events.
15. Jot down English
words that you are not 1.82 Least Recommended 15
familiar with
Total Weighted Mean 4.06 More Recommended
Legend: 4.21 – 5.00 Most Recommended (MsR) 3.41 – 4.20 More Recommended (MrR)
2.61 – 3.40 Less Recommended (LsR) 1.81 – 2.60 Least Recommended (LstR)
1.00 – 1.8 Not Recommended At All (NR)

The table shows the result from the survey conducted about the
recommended measures to Improve the Oral Communication Skills among
one hundred (100) Humss Students of Saint Theresa Tandag Inc. The
highest score from indicator number six (6) with the weighted mean
4.55 which means most recommended. On the other hand, indicator
number three (3) got the lowest score with a weighted mean 4.18,
which means More recommended.

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According to (Zuheer, 2008) Teachers of English should develop


their students' oral communication skills by giving them enough
time to interact with each other freely. During teaching of speaking
or oral communication, students should be provided with a relaxing,
effective, and interactive environment that fosters interaction and
helps to develop the students’ oral communication skills.

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Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, formulates


conclusions, and presents recommendations based on the data of the
study.

Findings

This is based on the data gathered by the researchers and the


following are the significant findings:

1. The results showed that, 34.7% of the respondents are more


accurate in their Oral Communication Skills which fall in the
score range of 15–19. Moreover, only 9 (9.5%) respondents
have got a score of 0 – 4, which means not accurate at all.
2. It has been found out in the conduct of the study that 35.79%
of the respondents got a score of 10 -14 which means that
they are less fluent in their Oral Communication Skills.
Moreover, it has also been found that there are 4 respondents
who are not fluent at all in their Oral Communication Skills.
3. It was revealed in the study that, of the five factors that
affect the students’ oral communication skills in English,
Environmental factor got the highest weighted mean of 3.26
which is less contributory factor. Moreover, school factor
got the lowest weighted mean of 2.44 which is least
contributory factor.

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4. It was found out that there is no significant relationship


between the accuracy of Grade 11 HUMSS students’ Oral
Communication Skills and the factors affecting their Oral
Communication.
5. It was revealed that there is no significant relationship
between the fluency of Grade 11 HUMSS students in reading
simple interview questions in terms of proper stressing and
intonation and the factors affecting their Oral
Communication.
6. The study affirmed that the suggested measures to improve
oral communication skills of Grade 11 HUMSS Students are more
recommended with a weighted mean of 4.06. The most recommended
measure is that school library must sponsor oral reading
contest.

Conclusions
Based on the findings presented, the researchers concluded the
following:
1. In view of the students score, it can be concluded that Grade
11 HUMSS Students are more accurate in their oral communication
skills. Furthermore, it can be concluded that Grade 11 HUMSS
Students are more accurate in reading and pronouncing the
soundings of the words properly.
2. It can be concluded that Grade 11 HUMSS Students are less fluent
in their Oral Communication Skills. Thus, it can be deduced that
Grade 11 HUMSS Students are less fluent in terms of reading the
interview questions with proper stressing and intonation.

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3. On the basis of the findings, the researchers concluded that


personal factor, family factor, peer factor, school, factor,
and community/environmental factor are less contributory to
Grade 11 HUMSS Students’ Oral Communication Skills. Furthermore,
it can be concluded that the development of oral communication
skills of the Grade 11 Students does not necessarily come from
one these factors.
4. Since there is no significant relationship between the accuracy
of the Grade 11 HUMSS students in their Oral Communication Skills
and the factors that affect their Oral Communication Skills, it
can be concluded that the factors presented have less
contributed to the accuracy in oral communication skills of the
Grade 11 HUMSS Learner. Moreover, since school is the factor
with least contributory to students’ oral communication skills,
it can be concluded that school is a factor that helps develop
the accuracy of the students’ oral communication skills.
5. Since there is no significant relationship between fluency in
answering simple interview questions of the Grade 11 HUMSS
students and the factors that affect their Oral Communication
Skills, it can be concluded that the factors presented have less
contributed to the fluency in answering simple interview
questions of the Grade 11 HUMSS Learner. Although,
community/environment factor is less contributory to students’
oral communication skills it still has the highest weighted mean
among the factors, it can then be concluded that somehow it has
affected the fluency of Grade 11 HUMSS Learner in answering
simple interview questions since the community that most of the
respondents live in speaks their native language.

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6. It can be concluded that one of the best ways to improve Grade


11 HUMSS Students’ oral communication skills is when they
practice it through contests. Therefore, it can be concluded
that the school in partnership with the school administration
must organized contests that will develop students’ oral
communication skills.

Recommendations
Based on the findings and conclusions presented, the following
recommendations are suggested:

1. The researchers recommend that school administration must


organize programs or activities that will help the students
develop their accuracy in oral communication.
2. The researchers recommend that school administration must
strengthen the conduct of mock job interviews and other
activities that will help the students develop their fluency
in answering simple interview questions.

3. It is highly recommended that teachers and students must use


English Language in classroom discussions to develop more the
fluency and accuracy of the students in Oral Communication
skills in English.
4. It is recommended that teachers should use professional
perception in selecting, integrating, evaluating, and using
technology to support learning and teaching environments.
They must emphasize active and productive commitment rather
than passive, non-interactive or unproductive uses.

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5. To help children to develop fluency and accuracy in speaking,


it is recommended that teachers should call attention to the
role of technology tools in acquiring English as a second
language. It is necessary to monitor some factors such as
affective, cognitive, and social to reach the expected
outcomes.
6. School must conduct regular speech festival. School Library
must also conduct oral reading contest for the students to
stay motivated in learning English and eventually help them
develop their accuracy and fluency.

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Manisha Kulshreshtha at al., "Speaker Profiling." Forensic Speaker

Recognition: Law Enforcement and Counter-Terrorism, ed. by

Amy Neustein and Hemant A. Patil. Springer, 2012

Mark Anthony T. Juan and Ronald Candy S. Lasaten, Relationship

between Teacher Education Students’ Oral Communication

Apprehensions in English and Their Academic Performance, 2016

Martin, Robert. (1987, May). Oral communication. English language

concept paper number 1. Oregon State Department of Education.

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Implications of Theory and Research fcr Instruction and

Training. "INSTITUTION Education Commission of the States,

Denver, Colo.

Nation, I.S.P., Newton, J. (2009). Teaching ESL/EFL Speaking and

Listening. Routledge, New York.

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Nunan, David. 1989. Designing Tasks for the Communicative

Classroom. New York: Cambridge University Press.

Penbek, S., Yurdakul, & D., Cerit, A. G. (2009). Intercultural

communication competence: A study about the intercultural

sensitivity of university students based on their education

and international expriences. Kertas kerja ini telah

dibentangkan di European and Meditteranean Conference on

Information System 2009. Rao, Z (2006) Understanding Chinese

Students’ Use of Language Learning Strategies from Cultural

and Educational Perspectives. Journal of Multilingual and

Multicultural Development Vol. 27, No. 6, 2006

Seiler, W. J., & Beall, M. L. (2005). Communication: Making

connections (6th. ed). Boston: Allyn & Bacon.

Shughri, G. ( 2007). Improving teaching English speaking Skills in

Lower secondary school of Karachi. Unpublished master’s

thesis. The Aga Khan University, Institute for Educational

Development. Karachi, Pakistan.

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Qutbi Alam and Dr Ayesha Bashir Uddin (2013) IMPROVING ENGLISH ORAL

COMMUNICATION SKILLS OF PAKISTANI PUBLIC SCHOOL'S STUDENTS

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APPENDIX A

Dear respondents,

Good day!

We are the Research 2 students of Saint Theresa College of

Tandag Incorporated, who are conducting a research study entitled

“The Oral Communication Skills among Grade 11 HUMSS of Saint Theresa

College of Tandag City Incorporated”, for Academic Year 2020-2021.

In this connection we would like to request you to please

provide us with the necessary data by answering the questionnaire.

Any information you will provide will contribute to the reliability

and validity of our questionnaire. Rest assured that all the

information will be kept confidential.

Thank you for your cooperation.

Sincerely yours,

Cheny Marie O. Anino

Jay Voltaire Revilleza

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Jeneiliza M. Arniego

Jineth R. Tecson

Ma. Danizza Alicante

Mila Mejorada

Kian P. Mellina

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APPENDIX B

Short Reading Selection

Students are required to read a chosen piece “There will come

soft rains by Sara Teasdale, 1884-1933” in front of the

researchers. Sounding of the underlined letters/digraphs will be

properly noted by the raters where prepared answer key is based

from Kenyon and Knott English Pronouncing Dictionary.

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There Will Come Soft Rains

Sara Teasdale - 1884-1933

There will come soft rains and the smell of the ground,

And swallows circling with their shimmering sound;

And frogs in the pools singing at night,

And wild plum trees in tremulous white,

Robins will wear their feathery fire

Whistling their whims on a low fence-wire;

And not one will know of the war, not one

Will care at last when it is done.

Not one would mind, neither bird nor tree

If mankind perished utterly;

And Spring herself, when she woke at dawn,

Would scarcely know that we were gone.

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Part I. Read the following Simple Interview Questions about One’s

Self. Basic Suprasegmentals are focused on stress and intonation

only.

1. What is your name?

2. Describe your parents in three (3) sentences.

3. Do you like your place? Why?

4. When is your birthday?

5. What do you want to be after college?

6. What is your motto in life?

7. What is your hobby? What interest you to choose that hobby?

8. Do you like English subject? Why?

9. What is your favorite color?

10. How will you describe your life in two sentences?

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Part II. Factors Affecting Student’s and Teacher’s Oral

Communication Skills.

DIRECTION: Put check (√) on the column of your chosen answer.

5- Most contributory factor

4- More contributory factor

3- Less contributory factor

2- Least contributory factor

1- Not contributory at all

A. Personal Factors 5 4 3 2 1

1. I always speak visayan at home.

1. I do not read reading materials in

English.

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2. I always watch Filipino movies.

3. I only listen to OPM music.

4. I do not participate conversation in

English.

5. I prefer to speak tagalog in class

discussion.

6. I always listen to local radio

stations.

7. I like to watch Korean movies.

8. I don’t like to express my ideas and

thoughts using the English language.

9. I prefer to watch Filipino

teleseryes.

B. Family Factors 5 4 3 2 1

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1. My parents do not model speaking

English language.

2. We do not have reading materials in

English at home.

3. We do not have television and gadgets

at home.

4. My immediate family members always

speaks visayan.

5. My family usually watching tagalog

movies.

6. My parents likes to listen radio in

bisaya.

7. My family are comfortable in speaking

bisaya

8. My family used visayan language in

praying

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9. My family lives in rural area and far

from the city

10. My family raised me/us using visayan

language.

C. Peer Factors 5 4 3 2 1

1. My friends always speaks visayan.

2. My friends like to watch Filipino

movies.

3. My friends only listen to Original

Pinoy Music (OPM).

4. My friends likes to have a

conversation in bisayan.

5. My friends don’t like to read reading

materials in English.

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6. My parents likes to listen radio in

bisaya.

7. My friends talk to me using visayan

8. My friends socialized others using

visayan.

9. My friends are good speakers in

visayan

10. My friends are using visayan through

phone and video calls.

D. School Factors 5 4 3 2 1

1. Language used in campus is visayan.

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2. Some of the lectures are in visayan.

3. Some teachers are not articulate in

English.

4. School activities are more in written

form than in oral.

5. Class interaction is in visayan.

6. School reporting are usually in

bisayan.

7. Some teachers only encouraged those

students who has a potential in speaking

well in front of the class.

8. Some teachers are not correcting

student’s error when they speak orally.

9. Schools are not imposing action

towards anxiety and fear in speaking

English.

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10. Some teachers are not using

strategies towards the speech

difficulties of the students.

E. Environmental Factors 5 4 3 2 1

1. Community people are visayan

speakers.

2. Community people laugh somebody when

speaking in English.

3. Barangay activities are conveyed in

visayan.

4. Notices or Pieces of information are

in visayan.

5. Community establishments used visayan

instructions.

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6. Other commercial products used

visayan dialect in promoting product

7. Church activities and mass used

visayan dialect.

8. Baranggay assemblies and meetings

mostly relayed using visayan dialect.

9. Government or municipal authorities

are not conducting such activities like

public speaking competition at least

once in a year.

10. Some community drill are only using

visayan dialect.

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Part III. Suggested Measures to improve the Oral Communication

Skills of the Grade 11 HUMSS.

DIRECTION: Put check (√) on the column of your chosen answer.

5- Most recommended

4- More recommended

3- Less recommended

2- Least recommended

1- Not recommended at all

5 4 3 2 1

1. Instruction must be in English.

2. Class interaction between teachers

and students must be in English

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3. School gathering and programs must

use English language.

4. Join in a public speaking group in

English.

5. Speech fest must be regularly held.

6. School library must sponsor oral

reading contest.

7. English speaking must be strictly

implemented.

8. Attend or watch videos of speeches

delivered by skilled presenters.

9. Practice pitching an idea or

delivering a presentation to a

trusted friend or mentor.

10. Read as much as you can

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11. Try to speak or communicate in

English at home.

12. Listen to English songs.

13. Watch English movies with good

moral lesson.

14. Observe English speakers in

different events.

15. Jot down English words that you are

not familiar with

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CURRICULUM VITAE

PERSONAL INFORMATION
Name : Jay Voltaire C. Revilleza
Address : Buenavista, Tandag City
Date of Birth : Augurt 21, 2000
Place of Birth : Buenavista Tandag City
Civil Status : Single
Sex : Male
Religion : Iglesia Filipina Independiente
Motto : “Chase your dreams not people”

EDUCATIONAL BACKGROUND
Elementary : Buenavista Elementary School
(2011-2012)
High School : Buenavista National High School
(2013-2016)
Senior High School : Buenavista National High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)

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PERSONAL INFORMATION
Name : Jenieliza Mae M. Arniego
Address : Sagbayan, San Miguel
Date of Birth : January 5, 1999
Place of Birth : Sagbayan, San Miguel
Civil Status : Single
Sex : Female
Religion : Roman Catholic
Motto : “if others can do why can’t I”

EDUCATIONAL BACKGROUND
Elementary : Pedro Miranda Oribe Elementary School
(2011-2012)
High School : San Miguel National Comprehensive High School
(2013-2016)
Senior High School : Sagbayan National High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)

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PERSONAL INFORMATION

Name : Jineth R. Tecson


Address : Sagbayan, San Miguel
Date of Birth : March 4, 1999
Place of Birth : Sagbayan, San Miguel
Civil Status : Single
Sex : Female
Religion : Roman Catholic
Motto : “it make all sense one day”

EDUCATIONAL BACKGROUND
Elementary : Pedro Miranda Oribe Elementary School
(2011-2012)
High School : San Miguel National Comprehensive High School
(2013-2016)
Senior High School : Sagbayan National High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)

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PERSONAL INFORMATION
Name : Ma. Danizza L. Alicante
Address : Buatong, San Agustin
Date of Birth : April 23, 2000
Place of Birth : Buatong, San Agustin
Civil Status : Single
Sex : Female
Religion : Roman Catholic
Motto : “when you want to give up, always remember
why you started”
EDUCATIONAL BACKGROUND
Elementary : Lamela Elementary School
(2011-2012)
High School : St. Agustin High School
(2013-2016)
Senior High School : St. Agustin High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)

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PERSONAL INFORMATION
Name : Mila L. Mejorada
Address : Magsaysay street, Dagocdoc, Tandag City
Date of Birth : November 5, 1998
Place of Birth : Tagbilaran, Candijay, Bohol
Civil Status : Single
Sex : Female
Religion : Roman Catholic
Motto : “Don’t let your dreams be dreams”

EDUCATIONAL BACKGROUND
Elementary : Consuelo Elementary School
(2011-2012)
High School : Libertad National High School
(2013-2016)
Senior High School : Saint Theresa College of Tandag City Inc.
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)

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PERSONAL INFORMATION
Name : Kian P. Mellina
Address : Buenavista, Tandag City
Date of Birth : November 28, 2000
Place of Birth : Buenavista, Tandag City
Civil Status : Single
Sex : Male
Religion : Iglesia Filipina Independiente
Motto : "We never grow closer to God when we just
live life. It takes deliberate pursuit and
attentiveness."
EDUCATIONAL BACKGROUND
Elementary : Buenavista Elementary School
(2011-2012)
High School : Buenavista National High School
(2013-2016)
Senior High School : Buenavista National High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 – 2022)

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DOCUMENTATION

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