GRADE 7 LEARNERS’ PERFORMANCE IN FIVE

MACRO COMMUNICATION
SKILLS IN ENGLISH

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 671-685
Document ID: 2023PEMJ1200
DOI: 10.5281/zenodo.8359030
Manuscript Accepted: 2023-18-9
Psych Educ, 2023, 13: 671-685, Document ID:2023 PEMJ1200, doi:10.5281/zenodo.8359030, ISSN 2822-4353
Research Article

Grade 7 Learners’ Performance in Five Macro Communication Skills in English

Rohanna W. Bangen*, Muhamad D. Kambo
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the performance of the grade 7 learners in five macro communication
skills in English language learning at Cotabato City National High School- Main. Campus.
Specifically, it determined their performance in listening focused on stress and intonation, speaking
focused on correct production of vowel and consonant sounds and pitch levels, reading focused on
comprehension and use of appropriate reading style, writing focused on writing purposes and
sequencing sentences, and viewing focused on identifying meaning of signs and symbols and use of
structural analysis. Finally, it determined the skills they performed best and worst. Thus, the subjects
of this study were the 728 grade 7 students of CCNHS- Main Campus in the school year 2022-2023.
Their performance in five macro communication skills were measured. The researcher used a
quantitative descriptive design particularly teacher-made test in listening, speaking, reading, viewing
and writing. The test questionnaire was based on the K-12 Curriculum Guide competencies which
consisted of 50 test items for the five macro communication skills and divided it into 10 test items in
each skill. Furthermore, after conducting the test, the results were analyzed and interpreted and came
up with an output which is intervention materials in macro communication skills in English
(listening, speaking, reading and writing). The intervention materials aims to help the grade 7
students in improving their communication skills namely listening, speaking, reading and writing.
The findings revealed the following: the performance level of the grade 7 students in listening,
speaking, and reading are all described as “did not meet expectations”; the grade 7 learners’
performance in viewing skill is found to be in the “very satisfactory” level; in writing skill, the grade
7 learners’ performance level is described as “fairly satisfactory”; their performance level in five
macro communication skills is described as “fairly satisfactory”; and the learners perform best in
viewing while they perform worst in reading. Based on the findings, it is concluded that the grade 7
learners are good viewers but they have very poor performance level in terms of listening, speaking,
reading, and writing. The following recommendations are offered based on the findings and
conclusion: the language teachers should utilize different strategies and activities to help improve
students’ deficiency in listening, speaking, reading and writing; there is a need for students to involve
actively in interactive activities in school or watch English tutorial videos in speaking and listening
to enhance their listening and speaking skills, likewise, they may also engage in writing tasks to
eventually overcome their deficiency in writing and they may expose themselves in different reading
texts or books in order to improve their reading comprehension level; the school administrators
should provide opportunities for the students to develop and to enhance their communication skills
through different events conducted inside and outside the school such as seminar-workshops,
trainings, and academic festivals or contests; the intervention materials constructed as an output
should be used by the language teachers to remediate learners’ learning gaps; language teachers
should integrate viewing English programs activity to enhance the students’ speaking skill; the
Department of Education and school administrators should intensify monitoring the efficient
implementation of reading programs under DepEd and see to it that all schools implement it, teachers
need to implement the reading program religiously; and future researchers may conduct further study
about the students’ English communication skills using different setting and respondents to validate
the results of the study.

Keywords: english language learning, learners, macro communication skills, structural analysis
equal importance on each of these skills. According to
Introduction Alonzo as cited in Cabigon (2015), English is not a
Communication skills are the key and major advances series of facts to be learned but a skill to be used for
in learning new things more accurately and efficiently conversation. The K–12 basic education framework also
(Rhei, n.d.). Without communication nothing would be stipulates that learners must acquire the English
done, and the world would essentially come to a language holistically.
standstill. All five macro skills of communication are
indispensable in everyday life and should be given However, many studies and reports exposed that

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Research Article

students’ academic performance in English is conducted preferably in the secondary level

declining. This notion is based on the results of specifically among grade 7 students of CCNHS – Main
achievement tests. The Department of Education Campus. The researcher as an English teacher wants
(DepEd) regularly releases statistics on the to eventually determine the grade 7 learners’
performance and internal efficiency of the basic performance in five macro communication skills in
education sector. The National Achievement Test English in order to determine appropriate intervention
(NAT) results for the SY 2017-2018, revealed that the materials to address the continuing decline of learners’
grade 6 pupils who took the test did not reach performance in English. It is in this premise that this
proficiency level specifically in English subject. For study is considered important.
Grade 10 results, the students got “low proficiency”
in English, Mathematics, and Science subjects while Research Questions
for Grade 12 results, the level of proficiency as
measured in the NAT Grade 12 test (Basic Education This study sought to determine the performance of the
Exit Assessment) was also “low proficiency” in grade 7 learners in five macro communication skills in
Language and Communication grouped content areas. English. Specifically, sought to answers to the
following questions:
In the National Career Assessment
Examination (NCAE) results for Grade 9, the data 1. What is the grade 7 learners’ performance in the
for both SY2017-18 and SY2018-19 revealed that following communication skills:
the Mean Percentage Score (MPS) for all measures 1.1 Listening focused on stress and intonation;
of aptitude in all assessed areas (scientific 1.2 Speaking focused on correct production of vowel
ability, reading comprehension, verbal ability, and consonant sounds and pitch levels;
mathematical ability, and logical reasoning ability) is 1.3 Reading focused on comprehension and use of
at a “Low Aptitude” level. appropriate reading style;
1.4 Writing focused on writing purposes and
Moreover, the DepEd claims that in terms of reading,
sequencing sentences; and
mathematical, and scientific literacy, the overall
1.5 Viewing focused on identifying meaning of signs
performance of PISA 2018's representative
and symbols and use of structural analysis?
participants lagged much behind than of its
2. In what skills do the grade 7 learners perform best
surrounding ASEAN countries (Almerino et al., 2020).
and worst?
Additionally, UNICEF (2022) reports that nearly two-
3. Based on the findings, what intervention materials
thirds of 10-year-olds have difficulty reading and
can be constructed?
understanding basic texts. Without immediate action,
this global learning problem could lead to a
generational disaster. Our educational systems were Literature Review
already failing our youth even before pandemic. In
Cotabato City Division, particularly in Cotabato City
National High School- Main Campus, most teachers English Communication Skills
have also observed the same problem with students’
declining performance in English particularly among According to National University (2022), to
grade 7 learners. communicate effectively in English requires the four
macro skills which are reading, writing, speaking, and
If these learning gaps are not given due attention, they listening. The more proficient you are in all skills, the
will serve as hindrance for the learners to learn new more chance you succeed personally, socially, and
lessons in English across higher level. This often professionally. Practice is the best remedy for
causes learners to lag behind their peers and makes it enhancing any skill you find challenging. The slow
harder for them to understand more complex or and progressive process of learning English could be
advanced things. As the schema theory affirms, prior seen as a set of difficulties to overcome. The
knowledge is a crucial component to create a new development of certain skills is part of this learning
cognitive schema and acquire new knowledge, process.
(Bartlett, 1995). On contrary, if learning gaps are
detected at an early stage, they can be fixed. However, In the common framework as mentioned by Hossain
if they are ignored at this early stage, they may (2015), English communication skills are divided into
become so severe that they can only be addressed with productive and receptive categories. Reading and
extensive remedial intervention. listening are both considered as receptive skills. They
play an important role because they help students
This being the case, this study is proposed to be comprehend what is stated in textbooks, works, or

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Research Article

documents. Speaking and writing are two components activities. Listening is essential for learning
of productive skills. They are important because they pronunciation, vocabulary, word stress, and grammar.
enable students to participate in communicative In short, teaching listening means increasing students’
activities like reports, oral presentations, and written skills and linguistics competence in which both are
studies, among others. In addition to the four macro the core of English itself. Elfiona et al. (2019) added
skills, viewing skill is the most recent macro-skill that listeners must perform processes such as sound
newly added to the English language and is enhanced discrimination, vocabulary and grammatical structure
by a variety of print and non-print materials (Carolino comprehension, stress and intonation interpretation,
and Queroda, 2019). Being proficient in only one of retention of what was learned in previous skills, and
th ese c o m m u n i c a t i v e sk i ll s wo n 't m ak e interpretation within the immediate as well as larger
communication problems go away. Harmer (1991) as socio-cultural context of the utterance.
cited in Hossain (2015), suggested that no skill can be
Listen ing skills are imp ortan t for social
achieved without the other. If you don't listen, you
communication. Language learning is mostly
can't talk, if you don't read, you can't write. Coşkun e dependent on listening, which means that students'
al., (2021) also mentioned that language ability is learning will suffer if they fail to achieve an adequate
acquired through listening (45%), speaking (30%), level of listening (Salem, 2017). Listening is a skill
reading (15%) and writing (10%) when people that encompasses comprehension and thinking skills
communicate. Kapanadze (2019) as cited in Coşkun et al. (2021).
Despite its importance, according to Vandergrift
Listening Skill (2004) as cited in Salem (2017), listening is most
likely the most disregarded, or at least the least
Listening is described by Rost (2005) as cited in Barot explicit, of the four English communication skills. Goh
(2015) as a difficult activity that requires processing (2008) as cited in Salem (2017) also stated that
listening skills have received no due attention since the
spoken facts and receptive, interpretative, or
1960s as it was heavily influenced by reading and
constructive cognitive processes. This description
writing pedagogy. This can be observed also in the
suggests that listening involves comprehension. DepEd’s Most Essential Learning Competencies
According to Linse (2005) as cited in Sevik (2015), Guide in which only 2 listening competencies are
developing listening skills is essential for successful included to be taught to the grade 7 learners for the
development of all other language skills. whole school year.

Additionally, according to Rost (2005) as cited in In fact, Hamouda (2013) as cited in Sapla (2019)
Barot (2015), decoding, comprehension, and emphasized that comprehending speech is very
interpretation are the three subprocesses of L2 difficult activity for students and they face numerous
listening. Attending, perceiving speech, identifying difficulties when listening to spoken language.
words, and analyzing grammar are all parts of Renukadevi (2014) as cited in Coşkun et al. (2021)
decoding. Comprehension involves the activation of stated that despite technological advances in
schema, expressing propositions, and drawing logical education, students are still having difficulty with the
inferences. Evaluation of discourse meanings and act of listening. These issues arise because of
meaning matching are both terms used to describe insufficient time spent on strengthening students'
interpretation. Training using visualizations of listening skills, as well as the use of ineffective
prosodic features like displays that represent intonation strategies in the learning environment, listening
patterns, stress and rhythm are easy for learners to materials, and physical environment. Coşkun et al.
interpret and can enhance their awareness and (2021) found out in their study that unaware of
understanding of prosody Chun et al. (1998) as cited in listening rules is the primary issue among listening
Bambaeeroo & Shokrpour (2017). Rost (2005) as cited problems of secondary school students.
in Barot (2015) also added that, speech rate and
prosodic rhythm are other factors that affect Therefore, listening skills should be practiced
comprehension. 90% of content words in the majority constantly, otherwise it will increasingly weaken
of English dialects, the majority of which are because according to Armstrong & Rentz (2002) as
monosyllabic, have the first syllable stressed. cited in Salem (2017), listening can help you achieve
Additionally, each speech pause has at least one academic goals. It is critical for students to gain
significant content item. As for speech rate, listening academic achievement in the classroom; this means in
often gets better as it is slowed down to an ideal level. order for learners to achieve higher levels of thinking,
teachers must encourage stronger listening skills.
According to Elfiona et al. (2019), listening skill is Listening is a skill that could potentially learned and
one of the crucial skills used in communication improved upon regardless of age, gender, education, or

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Research Article

previous skills level; however, as with any skill, if it (2016) found in her study, there are many
is not exercised, it will deteriorate. According to commonalities in the challenges that students have
Lana et al. (2015), listening can be improved through when speaking English, such as the fear of making
practice, identification with the speaker, and mistakes and being laughed at by other students since
organizing what has been heard. they lack an idea about the grammar and pronunciation
that they use. Furthermore, they lack the confidence to
Speaking Skill convey their ideas and are cautious due to a lack of
vocabulary. Hutabarat & Simanjuntak (2019) found
Speaking is a complex process that necessitates out in their study that establishing learning support
paying attention to content, vocabulary, from teacher and peers can reduce the language
discourse, information organization, morphosyntax, learners’ speaking anxiety.
sound system, prosody, and pragma linguistic aspects
all at the same time Hinkel (2006) as cited in Barot In a different study, Dianalan (2019) found out that the
(2015). Bueno et al. (2006) as cited in Rao (2019), oral communicative competence of the Grade 11
affirmed this saying that one of the most challenging students is in “need improvement” level. Similarly,
skills for language learners to master is speaking. It is Haron (2019) also noted in her findings that the oral
regarded as the most crucial of the four macro skills. communication skills of 7th grade students were poor
Even after learning the language for many years, in terms of pronunciation, fluency, grammar, and
learners find it difficult to speak in real-life situations vocabulary. This result is alarming because according
when it is required. Rao (2019) also added that to Boileau (1984) as cited in Haron (2019), students'
speaking is the most important skill where students failure to learn and perform effectively in school
will be judged in real-life circumstances. typically reflects a lack of basic communication skills -
reading, writing, listening, and speaking - rather as a
One way to develop speaking skill is voice training. It lack of mastery in the subject matter.
is an important component of teaching oral
communication to L2 learners at all levels of As speaking is one of the most crucial skills for
competency and in all learning situations. Vocal English language learners as it allows them to
delivery refers to aspects of speech delivery that are demonstrate their communication skills for a variety of
related to your voice. Rate, loudness, pitch, purposes, teachers must take a special interest in
articulation, pronunciation, and fluency are examples helping students improve their speaking skills. To
of these. Rate of speech refers to how quickly or attain this, teachers must look at current sources and
slowly a person speaks. If one speaks too quickly, the attempt to implement a variety of strategies and
audience may not be able to comprehend the approaches to help students improve their speaking
information offered; if one speaks too slowly, the skills in English classes. In the study conducted by
audience may lose interest. The volume of one’s voice Elias (2017), it was found out that those students who
refers to how loud or soft it is. The pitch of a speaker's are viewing English TV programs performed better in
voice refers to how high or low it is. Articulation the speaking test in areas of grammar, fluency, and
refers to the clarity with which a speaker creates pronunciation than those who are not viewing English
sounds and words. Pronunciation relates to saying TV programs. So, the students should expose
words correctly, including the proper letter sounds and themselves in interactive English videos to enhance
emphasis. And fluency refers to the flow of your their speaking skill. As Rao (2019) suggested, learners
speech; to speak fluently means that your speech flows must create situations in which they can talk not only
smoothly and without interruptions. (10.3 Vocal in the classroom but also outside of it.
Delivery – Communication In the Real World, 2016).
Reading Skill
The K to 12 Curriculum Guide for English dated 2016,
designed specific speaking skills for junior high school According to contemporary comprehension models
students to develop. This includes fluency, use of and the Progress in International Reading Literacy
verbal and nonverbal cues, and the knowledge on the Study (PIRLS) paradigm, reading literacy can be
use of prosodic features of speech such as stress and defined as the capacity to use and grasp those written
intonation patterns. language formats required by society or valued by the
individual. There are numerous ways for readers to
Speaking is a transferable skill that is typically acquire meaning from written texts. They read to learn,
mentioned in skills frameworks as the top skill to participate in reading communities in school and in
required by employers, but it is also identified as the everyday life, and to have fun (Mullis & Martin,
skill most deficient among today's graduates Sulphey 2021). This concept of reading comprehension reflects
(2015) as cited in Grant-Smith et al. (2016). As Dewi several views in which reading comprehension is
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Research Article

viewed as a constructive and interactive activity. describes how the reader interprets the text.

Prior knowledge, according to schema theory, gives a The Department of Education implemented the Every
schema - a framework or structure - that aids Child A Reader Program, or ECARP, under DepEd
thinking. A text cannot convey all of its meaning on Memorandum No. 402, series of 2004, and
its own. The reader offers information, knowledge, Administrative Order No. 324. Recamara (2018) as
emotions, and culture - schemata - to the printed word cited in Abaniel & Rosa (2022) describes this program
Brown (2001) as cited in Carin (2018). It implies that as "planned training in reading and writing to make
one's comprehension of a book is dependent on how public elementary piupils become young readers and
much associated schema and background knowledge writers." Despite the reading programs that have been
the reader possesses when reading. As a result, a established, there are still non-readers among Filipino
reader's inability or difficulty in comprehending a learners (Abaniel & Rosa, 2022). Teachers in Dapitan
text is caused by a lack of relevant schemata that can City division claimed that PHIL IRI is supposed to
easily match with the text's content, Carin (2018) assess the learners' reading abilities and that
added. interventions should follow after the results of the
assessments have been determined. However,
However, according to Boardman et al. (2008) as cited administrators did not introduce follow-up
in Carin (2018), a lot of adolescents struggle with intervention. Teachers were left in the dust when it
understanding text because they lack prior knowledge, came to devising a suitable classroom intervention
have no ability to employ comprehension strategies, Recamara (2018) as cited in Abaniel & Rosa (2022).
have deficits in metacognition (they are often unaware Other teachers only use the tool for documentation of
that they are not comprehending), or have trouble the results of the diagnostic tests and no follow up or
grasping the meaning of words. As Manguda (2017) intervention was conducted to address the existing
and Kusain (2015) found out in the results of their problems. Similarly, in the study conducted by
study that grade 7 and 8 students’ performance in Magaso (2022), it was concluded that principals and
reading comprehension were under “frustration level” teachers in the central schools of Agusan Del Sur
or very low. This is distressing because reading is a division were very busy with many concerns and
powerful tool of constructing meaning and acquiring intervening activities, thus, the full implementation of
new knowledge Pretorious (2002) as cited in Carin the different activities under ECARP was difficult to
(2018). attain. School authorities sometimes either forgot or
find the activities tedious considering the overlapping
The PIRLS assessment framework described the four of reports.
main processes for comprehension as mentioned by
Bruggink et al. (2022) such as concentrating on and The problem on the reading proficiency of the students
extracting information explicitly mentioned in the text, cannot be taken for granted because it is foundational
making simple inferences, analyzing and integrating skill for all school-based education. Moreover, reading
concepts and information, and assessing and criticizing is an essential component of instruction for all
content and literary components. students, regardless of skill level, because it lays the
groundwork for future growth and success Scott
Aritonang et al. (2018) cited Harmer stating, reading (2010) as cited in Carin (2018). Titus (2018) as cited
includes scanning and skimming. Scanning is the in Abaniel & Rosa (2022) claims that reading is very
ability to swiftly identify specific facts and details in crucial in the learning process. The better the students
which learners seek for specific information within a can read, the easier for them to learn what they need to
text such as dates, names, and places. On the other in school. Bruggink et al. (2022) also added that
hand, skimming is the process of swiftly obtaining reading comprehension is an important ability in
the main idea or gist of a selection in a written text in today's society. Readers who lack comprehension
which the student develops powers of inference via skills deal with difficulties in everyday life.
systematic practice that enables them to anticipate
meaning of a text, Aritonang et al. (2018) added. Writing Skill
Thus, skimming can assist students in locating key
words that allow them to deduce the general meaning Since K to 12 curriculum uses spiral progression,
of the text, allowing them to analyze content more writing skill is also expected to be mastered by the
quickly and advance the reading process. learners in the early stages as a prerequisite for them to
Furthermore, Oostendorp and Goldman (1998) cope with the more advanced lessons in the higher
as cited in Pourhosein Gilakjani & Sabouri (2016) levels of their education. Golkova & Hubackova
expressed that while reading a text, a reader can (2015) emphasized that among the four macro skills,
develop a mental representation of the text that writing is a productive skill and therefore requires
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special attention. According to Nunan (1989) as cited Hobbs & Frost (2015) suggests that media literacy
in Durga and Rao (2018), writing is an extremely teaching develops the students' capability to identify
complex cognitive activity, and writers must important concepts in written, auditory, and visual
simultaneously demonstrate control over multiple media.
variables. These include content, format, sentence
Barrett’s Taxonomy of Comprehension (1980)
structure, vocabulary, spelling, and letter formation at
addresses the several stages of comprehension, which
the sentence level. Beyond the sentence, the writer
are literal, reorganization, inferential, evaluation, and
must be able to organize and assimilate information
appreciation. The theory assumes that learners
into cohesive and intelligible paragraphs.
progress from one literal comprehension to another
Langan (2001) as cited in Saputra (2020) presents until they fully comprehend while appreciating the
reasons why writing skill vital. First, writing cognitive and aesthetic components that make up the
competence is a basic requirement for English learners viewing material.
in order to succeed academically. English learners are
In the Canadian Common Curriculum Framework as
frequently expected to complete written assignments,
referred by Donaghy (2019), viewing is defined as the
and their writing performance reflects their English
active process of attending to and comprehending
proficiency. Second, English writing skills are a
visual materials such as television, commercial
realistic requirement for future employment. Batalla
images, films, diagrams, symbols, photographs,
and De Vera (2019) stated that, students' writing skills
videos, theatre, drawings, sculpture, and paintings.
are critical to their academic performance because the
Therefore, 'viewing' is about reading' - analyzing,
majority of school activities, such as tests,
evaluating, and enjoying visual texts. Viewing is an
assignments, reports, and researches are written. Also,
active process, not a passive one. It is the fifth skill
writing is taught at an early stage of learning in the
that needs to be developed among learners aside from
Philippines, and teachers must use efficient
the 4 macro skills.
instructional strategies to help learners communicate
their thoughts and ideas through writing.
According to cognitive study, the human brain
analyzes images faster than it analyzes words, and
Bazerman (2015) added that writers write to
visuals are more likely to be retained in our long-term
participate in social situations, they write to get things
memory than text Levie and Lentz (1982) as cited in
done and make statements within situations. Cole &
Baker (2015). Saravanakumar et. al (2019) as cited in
Feng (2015) on the other hand described writing as a
Fajagutana (2022) affirms this theory by saying that
traditional fundamental skill in English language
instructional videos are more interactive in which
acquisition. This importance stems from the fact that it
learners can easily understand the topic as they hear
strengthens the grammatical structures and vocabulary
the simplified explanation and see the actual forms of
that teachers are trying to teach their students.
objects in the lesson. Moreover, pictures are
Unfortunately, students’ writing outputs today present sometimes utilized to aid comprehension, as a
a variety of writing challenges at various phases of scaffolding tool to assist learners in swiftly associating
their learning development. These issues can be unknown words with concepts, Baker (2015). He also
categorized into linguistic, psychological, cognitive, explained that exploring visual images can help to
and pedagogical categories. Haider (2012) as cited in encourage widened language production. The way a
Fareed et al. (2016) added that leaners struggle with person interprets images is determined by his or her
English's structural elements in which a poor structure existing schema, which is the result of memories and
makes the text's content and meaning more difficult prior experiences that are unique to each individual.
for readers to understand and interpret through the use
Donaghy (2019) likewise found out that the majority
of mental effort.
of texts that students access outside of educational
Viewing Skill settings are visual texts and multimodal texts that use
images; therefore, teachers should provide students
Viewing is a competency to be learned by learners, with opportunities to'read' - analyze and evaluate -
particularly in Junior High School, according to the these types of texts in the classroom. Gray (2012) as
English Curriculum Guide (DepEd, 2016). Tigo cited in Bullecer (2017) confirms the same theory
(2014) cited in Bullecer (2017) defined viewing as a saying that today’s society is visually illiterate. Three
process that supports oral and literacy skills as part of R’s are no longer enough. The ability to maintain the
an integrated language curriculum. Viewing skills, historical modes of thinking and speaking is becoming
she claims, increase students' ability to understand increasingly difficult as the world evolves fast. As the
and articulate their thoughts. Results in the study of information revolution progresses, visual literacy – the

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capacity to learn visually, to think visually, and to Respondents of the Study

solve issues visually – will become necessary for
success in both business and life. The respondents of the study were the grade 7 students
of Cotabato City National High School – Main
Bullecer (2017) in his report pointed out that the Campus enrolled during the school year 2022-2023.
young children cannot distinguish reality from CCNHS – Main Campus has a total population of 823
imagination, and they are incapable of regulating their grade 7 students. The researcher used complete
desires and behaviors to what they see on television. enumeration of the population as respondents.
From these perspectives, learners need guidance so
they can develop the comprehension skills needed to Research Instrument
understand what they see on television or in printed
images. This implies that teachers should not only pay The researcher formulated a test questionnaire based
attention to students' listening, speaking, reading and on the K-12 Curriculum Guide competencies which
writing skills, but also pay attention to their viewing tested the five macro communication skills of the
skills. respondents. The test was a 50-item multiple choice
test divided into five parts; listening, speaking,
reading, writing, and viewing. Each skill was given 10
Methodology items to test. Before the administration of the test, the
questionnaire was subjected to validity evaluation by
Research Design the advisory panel.

In order to satisfy the objectives of the study, a Data Gathering Procedures

quantitative descriptive design specifically the
frequency counts and percentage were used by the Upon approval of the research proposal, the researcher
researcher to answer problem number 1 which is to sent a letter to the school’s division superintendent of
determine the performance of the grade 7 learners in Cotabato city and to the principal of Cotabato City
five macro communication skills. The findings are National High School- Main Campus asking
bases of researcher in constructing appropriate permission to conduct the study to the grade 7 students
intervention materials that can improve learners’ of their school.After the approval of the request, the
performance in five macro communication skills to researcher met the advisers and English teachers of the
answer the problem number 2. students to explain the nature and purpose of the study
so that they would be aware, and they could relay it to
Locale of the Study the students. After the briefing, the researcher together
with the English subject teachers agreed on the
This study was conducted in Cotabato City National schedule for the performance test. The researcher
High School – Main Campus, District II, Cotabato administered the test personally with the help of their
City Division. The respondents were the grade 7 English subject teachers to maintain the reliability of
students of Cotabato City National High School – the test. Before the test, the researcher explained to the
Main Campus who were enrolled during the school students how they were going to answer the
year 2022-2023. The school has a total of 823 grade 7 questionnaire. The respondents were given an hour to
students, 13 sections, and 4 English teachers for grade answer the test. After the test, the data were collected
7.Cotabato City National High School – Main Campus and recorded for statistical treatment and
was formally established in 1924. It is located along interpretations of result.
the national highway of Sinsuat Avenue, Cotabato city
which was donated by the prominent Sero family. The Statistical Treatment of Data
s c h o o l is s i t u a t e d n ear C o t a b a t o Sta te
University and Cotabato Chinese Cemetery. For many The data was gathered and submitted to a statistician
years, the said school has continued its commitment of for analysis and interpretation.The frequency counts
providing education with its academic and socio- and percentage were used to describe the gathered data
cultural opportunities. With the school’s effective and and to answer the research problems.In determining
efficient management and delivery of educational the performance of Grade 7 students in 5 macro
services, it became an attraction to parents in all walks communication skills, the researcher adopted the
of life. Ever since, the school is considered as the formula in conversion of the actual score to the
biggest public secondary school in Cotabato City transmuted score from DepEd Order 8, s. 2015.The
Division because of its large population. transmuted scores in each macro communication skill

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were labeled as: 90-100 (Outstanding), 85-89 (Very explains that these students have poor performance in
Satisfactory), 80-84 (Satisfactory), 75-79 (Fairly listening skill particularly in observing the changes of
Satisfactory), and below 75 (Did not meet the stress and intonation of the speech. They got many
expectations). errors in their answers. Coşkun et al. (2021) found out
in their study that unaware of listening rules is the
primary issue among listening problems of secondary
Results and Discussion school students.

While 86 or 11.65% of the students attained a

The Students’ Communication Skill in terms of
satisfactory performance, it also tells that only few of
Listening
the students have minimum competency in listening
particularly in noting the changes in stress and
Table 1 shows the frequency and percentage
intonation of the words or speeches. This means that
distribution as well as the description of the students’
they got occasional errors in their answers, but they
communication skill in terms of listening. The data
need enhancement in noting the changes in stress and
presented in the table are students’ transmuted scores
intonation. Training using visualizations of prosodic
in the listening test.
features like displays that represent intonation patterns,
stress and rhythm are easy for learners to interpret, and
Table 1. Performance of Grade 7 Students in Listening
can enhance their awareness and understanding of
prosody Chun et al. (1998) as cited in Bambaeeroo &
Shokrpour (2017).

Furthermore, 64 or 8.67% of the students achieved an

outstanding level. This shows that only few of the
grade 7 students have excellent performance in
listening. They are the students that can accurately
comprehend the meaning of the stressed words and
intonation of the sentences. This is an implication that
only few numbers of the grade 7 students acquired the
basic skills needed in listening. The result reflects the
contention of Hamouda (2013) as cited in Sapla (2019)
which emphasized that comprehending speech is very
As shown in table 1, 441 or 59.76% of the students difficult activity for students and they face numerous
were not able to meet the expected performance in difficulties when listening to spoken language which
listening. This means that more than half of the grade only few learners can perform well. The language
7 students have a very poor listening performance. teachers play an important role for students to cope
These students cannot note the changes in stress and with this problem through engaging the students in
intonation of the speech which is the basic skill needed different listening activities so that every learner will
in listening. This is very alarming to the DepEd be equipped with the necessary skill in listening.
especially to the teachers who are handling
communication arts subject because Linse (2005) as In the same table, 49 or 6.64% of the students gained a
cited in Sevik (2015) stated that developing listening very satisfactory level which also shows that few of
skill is essential for successful development of all them answered the listening test with minimal errors.
other language skills. This idea is also supported by These students have the capability to comprehend the
Salem (2017) as he stated that language learning meaning of the stressed words and intonation of the
depends mainly on listening which means that sentences.
students’ learning will decrease without the proper
proficiency in listening. According to Lana et al. The mean score of the students’ performance in terms
(2015), listening can be improved through practice, of listening skill is 74.19 which was described as “did
identification with the speaker, and organizing what not meet expectation”. This indicates that considering
has been heard. all the scores of the grade 7 students in the listening
test, majority of them did not meet the expected
Meanwhile, 98 or 13.28% of the students had a fairly performance in listening skill. They cannot
satisfactory performance in listening. It simply comprehend the changes in stress and intonation of the
speeches that affects its meaning. This finding reflects

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speaking is the most important skill where students

to what Vandergrift’s (2004) as cited in Salem (2017) will be judged in real-life circumstances.
statement that listening is probably the most neglected
The table also shows that 92 or 12.5 percent of the
skill or rather the least explicit of the four skills of
students got a “fairly satisfactory” level of speaking
English language. This idea is also supported by Goh
skill. This means that students have poor performance
(2008) as cited in Salem (2017) stating that listening
in speaking particularly the correct production of
skills have received no due attention since the 1960s as
sounds and pitch levels. These students commit
it was heavily influenced by reading and writing
numerous errors in the speaking test. This result
pedagogy. This can be observed also in the DepEd’s
supports the claim of Bueno et al. (2006) as cited in
Most Essential Learning Competencies Guide in which Rao (2019) stating that one of the most challenging
only 2 listening competencies are included to be taught skills for language learners to master is speaking.
to the grade 7 learners for the whole school year. This Even after learning the language for many years,
implies deficiency in educational system. learners find it difficult to speak in real-life situations
when it is required.
The Students’ Communication Skill in terms of
Speaking The 48 or 6.5 percent of the students obtaining
satisfactory level indicates that few of the learners
Table 2 shows the frequency and percentage achieved the minimum level of expected performance
distribution as well as the description of the students’ in speaking. This implies that they got occasional
communication skill in terms of speaking. The data errors in the speaking test, but they need enhancement
presented in the table are students’ transmuted scores in producing correct vowel and consonant sounds and
in the speaking test. pitch levels. Speaking is a complex process that
necessitates paying attention to content, vocabulary,
Table 2. Performance of Grade 7 students in Speaking discourse, information organization, morphosyntax,
sound system, prosody, and pragma linguistic aspects
all at the same time Hinkel (2006) as cited in Barot
(2015).

Only 40 or 5.4 percent of the students achieved an

outstanding level. This also means that only few of the
total respondents can produce vowel and consonant
sounds correctly and articulate the proper pitch levels.
These students were able to develop the competency
they should master in speaking. In the same table, 33
or 4.5 percent of the students gained very satisfactory
level. This illustrates that 33 of the grade 7 students
The data in table 2 shows that 525 or 71.1 percent of can produce vowel and consonant sounds
appropriately and articulate the correct pitch levels
the grade 7 students did not meet the expected
with minimal errors.
performance in speaking. This indicates that more than
half or majority of the total respondents have very
The mean of the students’ performance in terms of
poor performance in terms of speaking. These learners
speaking skill is 72.03 which is described as “did not
cannot differentiate the correct production of vowel
meet expectation”. This indicates that considering all
and consonant sounds. Also, most of them are unable the scores of the grade 7 learners in the speaking test,
to observe the correct pitch levels of the given majority of them did not meet the expected
statements during the test. This also shows that they performance in speaking skill. This result shows that
are not able to develop the skills they should master there is a big gap between the current speaking ability
during elementary. This result is supported by Sulphey of the respondents with that of the competence level
(2015) as cited in Grant-Smith et al. (2016) stating that that they must achieve under grade 7 English
speaking is a transferable skill that is typically curriculum which is producing English sounds
mentioned in skills frameworks as the top skill correctly and using the prosodic features of speech
required by employers, but it is also identified as the effectively in various situations (K to 12 English
skill most deficient among today's graduates. Brown Curriculum Guide, 2016).
and Yuke (1983) as cited in Rao (2019) also added that
These findings support those obtained in the study of

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This is alarming because despite the reading programs

Dianalan (2019) that the oral communicative that have been implemented by Department of
competence of the Grade 11 students is in “need Education, there are still non-readers among Filipino
improvement” level. The same findings are articulated learners (Abaniel & Rosa, 2022). Only 38 or 5.1
in Carin (2018) describing the competence level of the percent of the students gained satisfactory level. This
students in speaking as poor. Furthermore, Dewi indicates that only 5% of the total respondents attained
(2016) found out in her study that there are many the average performance level in reading. This is an
commonalities in the challenges that students have indication that only few students demonstrate less
when speaking English such as the fear of making serious problem on their reading comprehension.
mistakes and being laughed at by other students since According to Brown (2001) as cited in Carin (2018),
they lack an idea about the g ram mar and one's comprehension of a text is dependent on how
pronunciation. much associated schema and background knowledge
the reader possesses when reading. As a result, a
The Students’ Communication Skill in terms of reader's inability or difficulty in comprehending a text
Reading is caused by a lack of relevant schemata that can easily
match with the text's content.
Table 3 shows the frequency and percentage
distribution as well as the description of the students’ Furthermore, table 3 shows that 34 or 4.6 of the
communication skill in terms of reading. The data students achieved the outstanding reading performance
presented in the table are students’ transmuted scores level. This means that these students can use
in the reading test. appropriate reading style to find answer to specific
questions. These students have a high level of reading
Table 3. Performance of Grade 7 students in Reading comprehension. They have done the four main
processes for comprehension as mentioned by
Bruggink et al. (2022) such as concentrating on and
extracting information explicitly mentioned in the text,
making simple inferences, analyzing and integrating
concepts and information, and assessing and criticizing
content and literary components.

The 23 or 3.1 percent of the students who got very

satisfactory performance level imply that very few of
the total respondents were able to answer maximum
number of the comprehension questions with
minimum errors. They can use some of the appropriate
reading style. This finding presents a picture that only
It can be deduced from the table that 588 or 79.7
few of the students are able to read and thus have
percent of the students were not able to meet the
better chance of success in school as pointed out by
expected performance. This means that more than
Titus (2018) as cited in Abaniel & Rosa (2022).
three quarters of the grade 7 students have very poor
reading skills. These students cannot answer many of
The mean score in terms of reading skill is 70.51
the comprehension questions about the material they
which is described as “did not meet expectation”
read. This is an implication that the students did not
indicates that most of the grade 7 students have
acquire the basic skill needed in reading which is
problems in reading comprehension. They cannot
comprehension. This posts an alarming situation for
comprehend what they are reading based on their
the successful learning of the learners as Amini et al.
scores. The result affirms previous studies and reports
(2020) stated that reading comprehension is an
like in the National Career Assessment Examination
important skill which not only affects language
(NCAE) results for Grade 9 in SY2017-18 and
learning, but also the academic achievement.
SY2018-19 which revealed that the Mean Percentage
Meanwhile, 55 or 7.5 percent of the learners had fairly Score (MPS) for the measure of aptitude in reading
satisfactory level of reading skill. These students are comprehension is at a “Low Aptitude” level.
considered as poor readers. They can answer only few Additionally, UNICEF (2022) also reports that nearly
of the comprehension questions with maximum errors. two-thirds of 10-year-olds are unable to read and
understand a simple text.

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that nowadays, society is visually illiterate. This result

Similarly, Manguda (2017) and Kusain (2015) found points out otherwise, learners now are not visually
out in the results of their studies that grade 7 and 8 incompetent since they are more exposed to use of
students’ performance in reading comprehension were technology and social media.
under “frustration level” or very low. This is upsetting
because Amini et al. (2020) stated that reading However, there were 101 or 13.7 percent of the
comprehension is an important skill which not only students who did not meet the expected performance in
affects language learning, but also the academic
viewing. These students cannot identify the meaning
achievement of the students.
of the symbols they see, and they can’t use also
The Students’ Communication Skill in terms of structural analysis to determine the meaning of
Viewing unfamiliar words from the material viewed. This
finding implies that the 101 out of 738 students did not
Table 4 shows the frequency and percentage acquire the basic skill of viewing at a young age.
distribution as well as the description of the students’ According to Baker (2015), the way a person perceives
communication skill in terms of viewing. The data pictures depends on one’s existing schema, a product
presented in the table are students’ transmuted scores of memories and past experiences unique to everyone.
in the viewing test.
This means that these are students who lack
Table 4. Performance of Grade 7 students in Viewing background knowledge of the tested viewing skill
despite mandating viewing competency in the
curriculum. This seems to imply that either the skill
was not taught by the teacher or the students failed to
acquire the required skill.

The same table presents 85 or 11.5 percent of the

students who got fairly satisfactory level in the same
skill. These respondents have poor viewing skill.
These students know the meaning of few of the
symbols and words with maximum number of errors.
They need to be exposed to interactive viewing
It can be gleaned from the table that 268 or 36.3 activities like instructional videos in which learners
percent of the students got very satisfactory can easily understand the topic as they hear the
performance in viewing. This means that most of the simplified explanation and see the actual forms of
grade 7 learners are equipped with the basic skill objects in the lesson, Fajagutana (2022).
needed in viewing which is understanding of what they
have viewed. These students can determine the The mean score 86.20 which is described as very
meaning of the symbols and words from the material satisfactory indicates that most of the grade 7 students
viewed with minimal errors. The result can be have almost met the expected performance in viewing
explained by what cognitive study has exposed that the
skill. This means that viewing is the least problematic
human brain analyzes images faster than it analyzes
skill to acquire among Grade 7 students.
words, and visuals are more likely to be retained in our
long-term memory than text Levi and Lentz (1982) as
cited in Baker (2015). The Students’ Communication Skill in terms of
Writing
Furthermore, 171 or 23.2 percent of the students
obtained an outstanding performance. This tells that Table 5 shows the frequency and percentage
slightly less than a quarter of the respondents has an distribution as well as the description of the students’
excellent performance in viewing. These students can
communication skill in terms of writing. The data
give the meaning of the symbols and use structural
analysis to determine the meaning of unfamiliar words
presented in the table are students’ transmuted scores
from the material viewed. The findings contradicted to in the writing test.
what Gray (2012) as cited in Bullecer (2017) stated

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Table 5. Performance of Grade 7 students in Writing familiarized with the different purposes of writing.
Bryson (2003) as cited in Carin (2018) specified that
writing is the most concrete and systematic of the
language skills. The more developed the writing skill,
the more systematic the individual’s overall use of
language.

Moreover, 73 or 9.9 percent of the learners reached an

outstanding performance level in writing skill. This
means that only one in ten respondents can recognize
the common purposes for writing different kinds of
paragraph. These learners can correctly arrange
sentences in chronological order to form a simple
paragraph. Similarly, 72 or 9.8 percent of the learners
As presented in the table, 374 or 50.7 percent of the
got very satisfactory level which is almost the same to
learners were not able to meet the expected
the number of respondents who got an outstanding
performance in writing. This implies that more than
with a difference of 1 respondent. These students can
half of the respondents have very poor performance in
recognize the purposes of writing the different kinds of
writing. These learners cannot identify the purpose of
paragraph with few errors. They can also arrange 3 to
the different kinds of paragraph and have difficulty to
4 sentences in correct order to make a simple
arrange sentences in chronological order to make a
paragraph.
simple paragraph. This is very upsetting because
writing is a very important skill that learners need to
More importantly, the mean of the grade 7 students’
master. Langan (2001) as cited in Saputra (2020)
performance in terms of writing skill is 75.97 which is
identified two reasons why writing skill is very
described as Fairly Satisfactory. This means that most
important. First, writing competence is a basic
of the grade 7 students have poor performance in
requirement for English learners to succeed
writing skill. They struggle to coherently create a
academically. English learners are frequently expected
simple paragraph and to recognize the common
to complete written assignments, and their writing
purposes of writing a specific kind of paragraph. The
performance reflects their English proficiency.
findings implicate that the level of writing skill of
Second, English writing skills are a realistic
grade 7 students is very alarming.
requirement for future employment.
Results of this type agree with those obtained in the
The same table also shows 119 or 16.1 percent of the
study of Carin (2018) that the students’ competence
students who got fairly satisfactory level. This
level in writing is described as poor. According to
indicates that 119 out of 738 respondents have poor
Haider (2012) as cited in Fareed et al. (2016) learners
performance in writing. These learners commit many
struggle with English's structural elements in which a
mistakes when asked to recognize the common
poor structure makes the text's content and meaning
purposes for writing different kinds of paragraph. They
more difficult for readers to understand and interpret
cannot also arrange the sentences in chronological
through the use of mental effort.
order. This result posts an alarming situation because
Batalla and De Vera (2019) stated that students'
Table 6. Grade 7 Learners’ Performance in Five
writing skills are critical to their academic
Macro Communication Skills in English
performance since the majority of school activities
such as tests, assignments, reports, and researches are
written.

Furthermore, 100 or 13.6 percent of the students

obtained satisfactory level. This shows that only 100
of the respondents have minimum competency in
writing. These learners can distinguish some of the
purpose of a paragraph with some errors and can
arrange 3 out of 5 sentences in correct order to form a
simple paragraph but some sentences are misplaced.
These students need enhancement in sequencing
sentences to form a simple paragraph and need to be

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Based on the data given in the table 6, statistics shows pronunciation, fluency, grammar and vocabulary. The
that the grade 7 learners performed best in viewing as language teachers have to take a special interest in
indicated by the mean of 86.20 or with a description of improving the speaking skills of the learners. In the
“very satisfactory”. This implies that students are study conducted by Elias (2017), she found out that
equipped with the basic skill needed in viewing which those students who are viewing English TV programs
is understanding of what they are viewing. They can performed better in the speaking test in areas of
determine the meaning of the symbols and words from grammar, fluency, and pronunciation than those who
the material viewed. In the English Curriculum guide, are not viewing English TV programs. So, the students
viewing comprehension is a competency to be learned should expose themselves in interactive English videos
by the learners especially in Junior High School to enhance their speaking skill. As what Rao (2019)
(DepEd, 2016). suggested, learners must create situations in which
they can talk not only in the classroom but also outside
It can be seen in the same table that the grade 7 of it.
students performed worst in reading. They ranked the
lowest in reading skill as indicated by the mean of In the same table, the writing skill of the grade 7
70.51 which described as did not meet expectation. students has the mean of 75.97 with the description of
This implied that the students are struggling readers. fairly satisfactory. It can be inferred that students have
They are having difficulty in understanding what they poor performance. They cannot recognize the common
have read. According to Boardman et al. (2008) as purposes for writing a paragraph and cannot arrange
cited in Carin, 2018), a lot of adolescents struggle with also the sentences in chronological order. This result is
understanding text because they lack prior knowledge, supported by study of Carin (2015) which she found
have no ability to employ comprehension strategies, out in her study that the senior high school students’
have deficits in metacognition (they are often unaware writing level is poor.
that they are not comprehending), or have trouble
grasping the meaning of words. As Manguda (2017)
Conclusion
and Kusain (2015) found out in the results of their
study that grade 7 and 8 students’ performance in
reading comprehension were under “frustration level” Based on the findings of the study, it is concluded that
or very low. This is distressing because reading is a the grade 7 learners are good viewers but have very
powerful tool of constructing meaning and acquiring poor performance level in terms of listening, speaking,
new knowledge Pretorious (2002) as cited in Carin reading, and writing. Finally, it is concluded that the
(2018). grade 7 learners need intensive interventions on these
skills to further enhance their performance level.
In listening skill, the mean of their performance is
74.19 which described also as did not meet The following recommendations are offered based on
expectation. This signifies that the students are not the findings and conclusion: (1) The language teachers
equipped with the basic skills in listening. Renukadevi should utilize different strategies and activities to help
(2014) as cited in Coşkun et al. (2021) despite improve students’ deficiency in listening, speaking,
technological advances in education, students are still reading and writing. (2) The students may actively
having difficulty with the act of listening. These issues involve in interactive activities in school or watch
arise because of insufficient time spent on English tutorial videos in speaking and listening to
strengthening students' listening skills, as well as the enhance their listening and speaking skills. Likewise,
use of ineffective strateg ies in the learning they may also engage in writing tasks to eventually
environment, listening materials, and physical overcome their deficiency in writing. Furthermore,
environment. they may expose themselves in different reading texts
or books in order to improve their reading
Along with that, the speaking skill of grade 7 students comprehension level. (3) School administrators should
was also identified as did not meet expectation in their provide opportunities for the students to develop and
performance level with the mean of 72.03. This to enhance their communication skills through
connotes that they are having difficulty in speaking different events conducted inside and outside the
particularly in producing correct vowel and consonant school such as seminar-workshops, trainings, and
sounds and pitch levels. This result is supported by a academic festivals or contests. (4) The intervention
particular study of Haron (2019) stating in the findings materials to be constructed as an output should be used
of her study that the grade 7 students’ oral by the learners with the supervision of their language
communication skill is very poor in terms of teachers to remediate their learning gaps. (5) Language

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teachers should integrate viewing English programs t h e

World.www.apjmr.com.http://www.apjmr.com/wpcontent/uploads/2
activity to enhance the students’ speaking skill. (6)
017/08/APJMR-2017.5.3.2.12.pdf (Journal article without a DOI)
The Dep artm ent of Edu cation and school
administrators should intensify monitoring the Carin, D.E. (2018). The English for Academic and Professional
efficient implementation of reading programs under Purposes (EAPP) in Relation to Grade 11 Students’ English
Communication Skills. Unpublished Master’s Thesis. Mindanao
DepEd and see to it that all schools implement it. State University, DOS, Maguindanao. (unpublished dissertation or
Similarly, teachers need to implement the reading thesis)
program religiously. (7) The future researchers may
Cerbin, B. (2020, April 17). Assessing Students’ Insufficient,
conduct further study about the students’ English
Inaccurate, and Inert Prior Knowledge. Taking Learning Seriously.
communication skills using different setting and Retrieved November 13, 2022, from
respondents to validate the results of the study. https://takinglearningseriously.com/2020/04/17/assessing-students-i
n su fficient -inaccu rate -and -inert -prior-
k no wl ed ge / %20 (we b s it e %20 pa g e )
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