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Communicative Language Teaching

This study examines the effect of communicative language teaching (CLT) strategies on the speaking competence of Grade 11 learners in the Philippines. The study employed a true experimental research design using a Solomon four-group design with control and experimental groups. Data was collected from four sections of Grade 11 students (n=40 in both groups) using a self-made test. The results showed that the experimental groups performed significantly better than the control groups on the post-test, indicating that CLT strategies are effective for improving students' speaking skills. The researchers recommend using CLT strategies to enhance language teaching and developing additional materials for other grades and subjects.
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0% found this document useful (0 votes)
27 views10 pages

Communicative Language Teaching

This study examines the effect of communicative language teaching (CLT) strategies on the speaking competence of Grade 11 learners in the Philippines. The study employed a true experimental research design using a Solomon four-group design with control and experimental groups. Data was collected from four sections of Grade 11 students (n=40 in both groups) using a self-made test. The results showed that the experimental groups performed significantly better than the control groups on the post-test, indicating that CLT strategies are effective for improving students' speaking skills. The researchers recommend using CLT strategies to enhance language teaching and developing additional materials for other grades and subjects.
Copyright
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International Journal of Management (IJM)

Volume 11, Issue 9, September 2020, pp. 368-377, Article ID: IJM_11_09_035
Available online at http://iaeme.com/Home/issue/IJM?Volume=11&Issue=9
ISSN Print: 0976-6502 and ISSN Online: 0976-6510
DOI: 10.34218/IJM.11.9.2020.035

© IAEME Publication Scopus Indexed

COMMUNICATIVE LANGUAGE TEACHING:


ITS EFFECT ON THE SPEAKING
COMPETENCE OF GRADE 11 LEARNERS
Isidra Villa D. Ogayon
Senior High School Teacher III, Hondagua National High School
Hondagua, Lopez , Quezon Province, Philippines

Vicente S. Esmalde
Faculty, Southern Luzon State University, Judge Guillermo Eleazar Campus
Tagkawayan, Quezon Province, Philippines

Imelda A. Tangalin, DPM, PhD


Faculty, Southern Luzon State University, Judge Guillermo Eleazar Campus
Tagkawayan, Quezon Province, Philippines

ABSTRACT
Language as the foundation of all human relationships as it is the primary means
in communication. It reflects the culture, social interest, and diversity engaging people
to understand each other. The study aimed to determine the effects of the utilization of
Communicative Language Teaching Strategies in the Speaking Competence of the
Grade 11 learners of Hondagua National High School, Second Semester, School Year
2019-2020. The study employed true experimental research design involving the
Solomon Four-Groups Design using Control and experimental group. Data used in
this study came from four sections of Grade 11 learners (n=40 both experimental and
control groups). A self-made test-paper was utilized; the statistical tools includes z-
test for dependent and independent populations and One-Way ANOVA. The study
revealed that the performance of the four groups in the post-test differs significantly,
and the experimental groups performed Very Satisfactorily. With such, it is
recommended that said teaching strategy can be used by language teachers in
improving speaking skills of learners in language subjects. Additional and
complementary instructional materials may be developed for other grade level English
and language subjects. Rubrics in assessing the student’s performance in Speaking
Competence must be used to ensure the effectiveness of the said teaching strategy.
Key words Communicative Language Teaching, Strategies, English Teaching,
Speaking Competence, Grade 11 learners.

http://iaeme.com/Home/journal/IJM 368 [email protected]


Communicative Language Teaching: Its Effect on the Speaking Competence of Grade 11 Learners

Cite this Article: Isidra Villa D. Ogayon, Vicente S. Esmalde and Imelda A.
Tangalin, Communicative Language Teaching: Its Effect on the Speaking Competence
of Grade 11 Learners, International Journal of Management, 11(9), 2020,
pp. 368-377.
http://iaeme.com/Home/issue/IJM?Volume=11&Issue=9

1. INTRODUCTION
Language as the foundation of all human relationships as it is the primary means in
communication. It reflects the culture, social interest, and diversity engaging people to
understand each other. In teaching language, it is essential that traditional and communicative
approach should involve function and communication. It emphasized that teachers should
start the communication process using situational approach and the use of Communicative
Approach to Language teaching is grounded to stimulus-response learning theory wherein the
behavior of the teacher through the use of imitation, conditioning and practice encouraged the
students to acquire language and linguistic competence(David, 1990). In addition, (Ghofur et.
al, 2017) maintained that the use of communicative language teaching and the use of audio-
visual method in teaching across learning styles of learners can improve the speaking skills of
students. (Rashid et. al., 2019) recommends that teaching of English as a second language
using the Communicative Language Teaching curriculum should be aligned and training of
teachers in using the said strategies to address the issues on the factors affecting the speaking
competence of learners. It is supported by the study of (Kwon, 2017) that found that language
teachers faced difficulties in utilizing communication oriented activities and strategies since
they are burdened to prepare their student's language competence needed for University
Entrance Examinations. (Haryani, Putry, 2020) also emphasized the organized teachers
methods in delivering CLT through the use of interesting games to encourage students'
motivation in learning English and other important communication tool particularly the use of
chain story technique to actively engage students in the language subjects (Uktolseja &
Gaspersz, 2019). Also, (Huang, 2016) suggested that in changing the pedagogical practice of
teachers, one must focused the grammar-translation that should be associated with the socio-
cultural, school administration, classroom dynamics factors and other factors that affects
students to learn effectively, hence incorporating those factors can promote active
participation during classes. Modeling, repetition and pair and group works can also be used
to enhance the process of developing oral fluency of the language(Toro, et. al, 2019).
(Rustambekovna & Adambayevna, 2020) also suggested the use of videos in motivating
learners to speak English fluently, and enhance their communicative skills. Thus, those
strategies that can be incorporated to the Communicative Language Teaching Approach can
be used to develop the communicative or speaking competence of proficiency of learners in
all of their four skills, namely: Speaking, writing, reading and listening since it can be used by
the learners to understand and convey their thoughts fluently, making them more capable to
interact and communicate fluently in any foreign language, marginalizing the roles of teachers
to use convenient methods in teaching English as a Foreign Language.
Through the years, there is a prevalence of fear of public speaking among students
(Carolina et. al., 2015), thus (Güvendir, Kocabıyık, & Dündar, 2020) encouraged teachers and
prospective teachers and researchers to design interventions to support the development of
speaking skills of students by integrating the importance of teachers' awareness on the
physiological, relational and emotional influences that affects the speaking of students,
whereby strategies for dealing the challenges affecting teacher and students' public speaking
will provide remedies to the problems in the classroom. Example of such strategy is the
research of (Apriyanti & Ramadhan, 2018) that utilized Instagram to upload students speaking

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Isidra Villa D. Ogayon, Vicente S. Esmalde and Imelda A. Tangalin

performance in their English subject to build the speaking competence of learners as they will
improve their skills through the use of views, comments and likes from the viewers. As
supported by (Lima et al., 2020) that self-evaluation of public speaking or speech and
emotions among the students may guarantee them to speak in public, thereby addressing their
glossophobia using appropriate training of speech to solve the learners difficulties. (Rahman,
2018) aside from understanding the social, socio-demographic and self-statements affecting
the English speaking competence of learners that can be used by themselves and of their
teachers. With such, the value of practical exercises and teaching strategies to enhance student
engagement in speaking will provide interdisciplinary association in teaching and learning,
thereby engaging students with a skill taken from the outside of the traditional limits of
convenient teaching strategies(Carpenter & Kennan, 2017). Also, the use of convenient and
flexible learning strategies can help teachers limit their spending (Gatpolintan & Avila, 2019)
thereby giving them more opportunities to engage in other teaching activities as well
(Gonzalvo & Avila, 2019).
Filipinos considered English as a second language (L2) makes it interesting at the same
time challenging tasks both on the part of the mentor and the learner. Filipino learners should
be equipped with knowledge, materials, and good delivery of instruction to attain the success
of the study since language is the main tool of communication. Essentially, learners must be
competent in expressing their own thoughts and beliefs at it plays a major role in the
interpersonal communication, and exchange ideas where learning appears to be more
effective. This could help address the problems on teaching especially during the New
Normal Teaching brought about by the COVID-19 pandemic wherein teachers face
difficulties in delivering quality instruction while face-to-face classes are limited, hence, the
use of communicative language teaching strategies could help address the said concern during
the online, flexible, blended and asynchronous learning, relevant to the needs of the students,
supportive of the most essential learning competencies and can be used during the “New
Normal Teaching and learning.”
Therefore, the researchers determined and investigated the effect of using the
Communicative Language Teaching (CLT) strategies on the students' speaking ability since
this will help the teachers to have an idea on how to enhance the English speaking
competence of their learners. Also, the School Heads and the Department of Education will
have reliable information that would help them to conduct further research about
Communicative Language Teaching and develop the strategy in using the same.

2. METHODS
2.1. Research Design
The study used true experimental research design involving the Solomon Four-Groups Design
using Control and experimental group utilizing pre-test post-test control group design to
determine the significant effects of the Communicative Language Teaching Strategies in the
Speaking Competence of the Grade 11 learners in their Oral Communication subject. It
specifically focused on the Linguistic, Discursive, Sociocultural, Pragmatic and Intercultural
competencies.

2.2. Research Subjects


There were 20 boys and 20 girls for both experimental and control groups with a total of 160
Grade 11 learners coming from four sections majoring in General Academic (GAS),
Technical, Vocational and Livelihood (TVL), Humanities and Social Sciences (HUMSS) and
Accountancy, Business and Management (ABM) strands. The study utilized the purposive
sampling in the choice of Hondagua National High School, Hondagua, Lopez Quezon as the

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Communicative Language Teaching: Its Effect on the Speaking Competence of Grade 11 Learners

locale of the study and Oral Communication as the subject of the study. From among the four
groups, A and A 1 was the Experimental group while the B and B1 students served as the
Control Group. A 1 and B1 groups were not given a pre-test at the start of the treatment.

2.3. Research Procedure


Mainly, the researcher sought approval from the School principal and the District Supervisor
of Lopez, Quezon. Prior and informed consent were accomplished by the researcher to ensure
compliance to ethical standards. The researcher personally floated the test-papers to the
research subjects. Likewise, the A and B groups were pre-tested while all of the four-groups
were post-tested. The teacher utilized the 2D (Downloadable dictionary), O-CS (Open-clozed
sentence), DET (Dubbing Effect Technique), DIR (Daily routine instructions, and SEC
(Speaking English challenge) as the communicative language teaching strategies in this study.

2.4. Instrument
The study utilized a 20 items pre-test and post-test per competence and 100 items for the total
test as pre-test post-test was utilized to determine the significant improvement and effects of
the utilization of the Communicative Language Teaching: its Effect on the Speaking
Competence of Grade 11 Learners in their Oral Communication subject.

2.5. Data Analysis


The statistical tools used in the study include Weighted Mean, One-way ANOVA for the
significant difference in the pre-test and post-test of the four-groups, the z-test for dependent
population was used to test significant difference of the pre-test/post-test results of the
research subjects of A and B when given the pre-test, and z-test for dependent population was
used to determine the significant improvement from the pre-test to post-test results of the
experimental subject given the pre-test.

3. RESULTS AND DISCUSSION


3.1. The Profile of the Grade 11 Learners’ Pre-test Speaking competence Scores
of the Experimental and Control groups
In this study, two (2) groups were pre-tested, Group A, and Group B to determine the baseline
competence of the students in their Speaking competence. The Table 1 presents the result.

Table 1 The Profile of Grade 11 learners’ Pre-Test Speaking competence Scores of the Experimental
and Control Group for Every skill and in the Whole test
Pre-Test Linguistic Discursive skills Sociocultural Pragmatic Intercultural Whole Test
Speaking skills skills skills skills
competence (A) (B) (A) (B) (A) (B) (A) (B) (A) (B) (A) (B)
Scores
Number of
Items 20 20 20 20 20 20 20 20 20 20 100 100
Mean 8.025 8.875 8.225 8.9 9.425 8.95 7.825 8.9 8.725 8.825 42.2 44.45
Standard
Deviation (SD) 3.75 3.40 4.126 3.315 3.90 2.607 3.667 2.914 3.195 2.209 13.134 10.693
Performance
Level (PL) 41.125 44.375 41.125 44.5 47.125 44.75 39.125 44.5 43.5 44.125 42.2 44.45
Interpretation NI NI NI NI NI NI NI NI NI NI NI NI
Legend: (PL) 90 and above – Outstanding; 80-89- Very satisfactory; 75-79- Satisfactory; 74-66-
Nearing Mastery; and 65 and below- Needs Improvement

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Isidra Villa D. Ogayon, Vicente S. Esmalde and Imelda A. Tangalin

The data present that during the pre-test, the experimental group with pre-test with forty
(40) Group A learners got a mean score, standard deviation, and performance level of 8.025,
3.75, and 41.125% for the Linguistic Skills and the Discursive Skills, 8.225, 4.126 and
411.125%. For the Sociocultural skills, 9.425, 3.90, and 47.125%; for the Pragmatic Skills,
they got 7.825, 3.667 and 39.125%, and lastly 8.725, 3.195 and 43.5% for the Intercultural
Skills, respectively. Their whole test means score, standard deviation, and performance level
was 42.2, 13.134, and 42.2%. While for the control group having the same number of
students, their mean score, standard deviation, and performance level was 8.875, 3.40, and
44.375% for the Linguistic Skills and the Discursive Skills, 8.9, 3.315 and 44.5%. For the
Sociocultural skills, 9.425, 3.90, and 47.125%; for the Pragmatic Skills, they got 8.9, 2.914
and 44.5%, and lastly 8.825, 2.209, and 44.125% for the Intercultural Skills, respectively.
Their whole-test mean score, standard deviation and performance level was 44.45, 10.693 and
44.45%. Thus, the data discloses implies that both research subject groups' performance level
in their pre-test in every topic and their whole test were under Needs Improvement levels.
Based on the foregoing data, it can be gleaned that the Grade 11 learners' Speaking
competence both from the experimental and the control groups was under Needs
Improvement level since they failed to obtain the desired level of performance which is 75
percent. Hence, there is an urgent need to address the said deficiency in the said competency
so that their speaking competence be improved.

3.2. The Profile of the Grade 11 Learners’ Post-test Speaking Competence Scores
of the Experimental group who were exposes to Communicative Language
Teaching Strategies and Control groups who were not given the same
opportunity
The Table 2 presents the result of Group A, and Group B post-test to determine their
Speaking competence after the utilization of Communicative Language teaching Strategies of
the Grade 11-Group A was the experimental group, while Grade 11- Group B was the control
group that were not given the same privilege.

Table 2 The Profile of Grade 11 learners’ Pre-Test Speaking Competence Scores of the Experimental
and Control Group for Every skill and in the Whole test
Post-test Linguistic Discursive Sociocultural Pragmatic Intercultural Whole Test
Speaking skills skills skills skills skills
competence (A) (B) (A) (B) (A) (B) (A) (B) (A) (B) (A) (B)
Scores
Number of 20 20 20 20 20 20 20 20 20 20 100 100
Items
Mean 16.65 12.125 17.45 12.4 16.925 9.1 16.7 9.675 17.175 9.025 84.9 53.325
Standard 2.06 4.473 1.70 3.51 2.43 2.81 2.51 3.165 2.34 2.64 6.3 8.59
Deviation
(SD)
Performance 83.25 60.625 87.25 62 84.63 45.5 83.5 48.375 85.875 45.125 84.9 53.325
Level (PL)
Interpretation VS NI VS NI VS NI VS NI VS NI VS NI
Legend: (PL) 90 and above – Outstanding; 80-89- Very satisfactory; 75-79- Satisfactory; 74-66-
Nearing Mastery; and 65 and below- Needs Improvement
A post-test is a test given to measure the outcome variable after the experimental
manipulation, which is the same test as the pre-test. This pre-test-post-test design allows the
researchers to test any effects that were observed after a given treatment, if any, the

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Communicative Language Teaching: Its Effect on the Speaking Competence of Grade 11 Learners

experimental manipulation had by assessing the differences in the pre-test and post-test. If
there were any differences, it is likely to be due to the manipulation.
The data shows that during the post-test, the experimental group performance in the
twenty (20) items post-test for every topic with forty (40) Grade 11-Experimental Group
learners got a mean score, standard deviation, and performance level in their whole test with
one-hundred (100) items mean score, standard deviation, and performance level was 84.9, 6.3,
and 84.9%. Thus, it implies that the post-test speaking competence scores of the experimental
group who utilized the Communicative Language Teaching skills were within Very
Satisfactory among all topics and in the whole test due to the said strategies utilized by their
teachers. While for the control group having the same number of subjects, their post-test mean
score, standard deviation and performance level for the whole test was 53.325, 8.59, and
53.325%. Thus, it implies that the post-test speaking competence scores of the control group
who were not exposed to the Communicative Language Teaching skills strategies were all
within Needs Improvement among all topics and in the whole test due to the said strategies
utilized by their teachers. All of their performance level for every post-test given for topics
were verbally interpreted as Needs Improvement.
Consequently, based from the foregoing data, it can be gleaned that the performance of
the experimental and the control groups in every topic varies and highly differed since the
experimental has Very Satisfactory Performance Level while Needs Improvement for the
control group since they failed to obtain the desired level of performance which is 75 percent.
Furthermore, the performance of the research subjects in the post-test was also shown from
the same table and revealed that the control groups' speaking competence got a performance
level under Needs Improvement while their counterpart performance level was within Very
Satisfactory. Hence, it can be ascertained and implied that highly improved speaking
competence performance of the experimental group was due to their exposure to the
communicative language teaching strategies utilized by their subject teachers or the researcher
particularly in Oral Communication subject in Senior High School.

3.3. The Test of Significant Difference between the Post-Test Scores among Four-
Groups
To determine whether there exists a significant difference in the post-test scores among the
Four-Groups, the F-test or One-Way Analysis of Variance (ANOVA) was employed and is
presented in Table 3.

Table 3 The Test of Significant Difference of the Post-Test among the Four-Groups
Sum of Squares df Mean Square F Sig.
Between Groups 67334.125 3 22444.708 494.779 .005
Within Groups 7076.650 156 45.363
Total 74410.775 159
Legend: 4.71 Tabular F value at 0.01 with degrees of freedom of 2 for the numerator and 157
denominator
As seen from the said table, the data shows that the computed F-test value of 494.779 at
0.005 and 0.01 significant level, respectively. Thus, the researcher accepts the alternative
hypothesis. This provided substantial evidence that the post-test scores of the Four-Groups
vary significantly. It is, therefore, safe to conclude that the Grade 11 demonstrated progress in
terms of their speaking competence among the five oral communication competencies set by
the Curriculum Guide. It implies further that the experimental groups increased their
knowledge and learn the concepts in Oral Communication particularly in their Linguistic
skills, Discursive skills, Sociocultural skills, Pragmatic skills, and Intercultural skills due to

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Isidra Villa D. Ogayon, Vicente S. Esmalde and Imelda A. Tangalin

their teachers' utilization of Communicative Language teaching strategy. The findings were
consistent with Hanafi & Ratih (2016) who maintained that Communicative Language
Teaching is one of the methods which suites with the goal of language teaching especially in
teaching speaking

3.4. The Test of Significant Difference between the Grade 11 Learners’ Speaking
competence test given With Pre-Test
The z-test for the independent sample as used to test if there is a significant difference in the
post-test of the experimental and the control groups given with the pre-test. In this study,
Table 4 reveals the test of significant differences for every topic.

Table 4 The Test of Significant Difference on the Post-Test Speaking competence Scores of the
Experimental and Control Groups with Pre-Test for Every Competency and in the Whole test

Post-Test Linguistic skills Discursive Sociocultural Pragmatic Intercultural Whole test


Results skills skills skills skills
A B A B A B A B A B A B
No of Items 20 20 20 20 20 20 20 20 20 20 100 100
Mean 16.65 12.125 17.45 13.40 16.93 9.1 16.7 9.675 17.175 9.025 84.9 53.325
Standard 2.07 4.47 1.70 3.51 2.43 2.81 2.51 3.17 2.34 2.65 6.3 8.59
Deviation
(SD)
Mean of the 4.525 4.05 7.825 7.025 8.15 31.575
Difference
Computed z 5.807 6.562 13.318 10.995 14.597 18.572
Decision on Rejected Rejected Rejected Rejected Rejected Rejected
Ho
Significance
of
Difference 0.001 0.001 0.001 0.001 0.001 0.001
Tabular Value: 0.05= 1.697; 0.005 =2.750; and 0.001= 3.646 df=78
The Table 4 reveals the computed z of the two groups for the following topics were:
Linguistic Skill was 5.807; Discursive Skills, 6.562; for the Sociocultural skills, 13.318; for
the Pragmatic Skills was 10.995; and 14.595 for the Intercultural skills. The computed z for
the whole test was 18.752. it can be gleaned that the computed z in every competency and the
whole test arrived at a very much higher than computed value 0.001 which is 3.646 as initially
supported by their high mean of the difference between the post-test scores of the
experimental and control groups with pre-test, with their mean scores and standard deviation.
It clearly shows that the computed z-value of 18.752 in the whole test is higher than the
tabular value of 2.750 and 3.646 at 0.005, and 0.001 level of significance, respectively.
Therefore, the alternative hypothesis is accepted in favor of the null hypothesis, implying that
there is a significant difference between the achievement of those students who were given
the opportunity to be exposed to the Communicative Language Teaching and those who were
just given the traditional method of instruction. Further, the said strategy introduced in the
present study showed beneficial impacts to students by increasing effectiveness, efficiency,
and retention of learning or both on the teaching-learning process in Oral Communication
Subject of Grade 11 Senior High School Curriculum.

3.5. The Test of Significant Improvement of the Grade 11 Learners’ Speaking


Competence Given With Pre-Test
The z-test for independent samples as used to test if there is a significant improvement from
pre-test to the post-test of the experimental control group and is presented in the Table 5.

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Communicative Language Teaching: Its Effect on the Speaking Competence of Grade 11 Learners

Table 5 The Test of Significant Improvement of Speaking competence of from the Pre-test to Post-test
Speaking competence Scores of the Experimental Group
Results Experimental Group
Number of Cases 40
Number of Items 100
Population Mean 42.7
Standard Deviation (SD) 16.592
Computed z 16.276
Degrees of Freedom 39
Tabular value at
0.05 1.697
0.005 2.750
0.001 3.646
Decision on Ho Rejected
Significance of Improvement 0.001
The computed standard deviation of the experimental group was 16.59, the computed
mean was 42.7 which was composed of 1 group having 40 cases. And the computed z-test
value was 16.276 using the tabular value of 3.646 at 0.001 level of significance at 39 degrees
of freedom, the null hypothesis was rejected. This implies that there was a significant
improvement from pre-test to post-test of the experimental groups’ speaking competence, thus
the alternative hypothesis was accepted.
Based on the data presented, the Experimental Group speaking competence performance
was highly improved after instruction and exposure to the Communicative Language
Teaching strategies utilized by their teacher. Therefore, the alternative hypothesis is accepted
in favor of the null hypothesis, implying that there is a highly significant improvement in the
Grade 11 learners’ speaking competence performance from their pre-test to post-test scores.
This signifies that using Communicative Language Teaching Strategies produces beneficial
effects on students' learning which transformed low mastery level into a higher mastery level
especially on the aspect of speaking competence of the Grade 11 learners. The above results
affirm the result of the study of (Avila & Lavadia, 2019) who posits that teacher should
improve their teaching skills by using new techniques and technologies in teaching to
improve the low performance of students, and the students especially in the learning of
speaking competence in English.

4. CONCLUSIONS AND RECOMMENDATIONS


Based on the above-mentioned findings, the following conclusions are made: The pre-test
speaking competence scores of the students failed to reach the desired level of performance
and with an equivalent descriptive rating of "Needs Improvement." On the post-test results,
the experimental group (Group A and A1 ) obtained a performance level with the descriptive
equivalent of "Very Satisfactory." While on the other hand, both of the control groups (B and
B1) got a rating of “Needs Improvement.; The post-test speaking competence scores of the
Four-Groups vary significantly since the computed F-test was much higher than the F-tabular
value; There is a highly significant difference in the speaking competence scores performance
of those who utilized the Communicative Language Teaching strategies when given the pre-
test; and there is a highly significant improvement in the Grade 11 learners’ speaking
competence performance due to their teachers’ utilization of Communicative Language
Teaching strategies. Thus, the researchers recommend the following: Oral Communication
teachers should use the Communicative Language Teaching strategies to enhance the
speaking competence of the Grade 11 learners; School heads and District Supervisors should
institutionalize the use of Pre-test/post-test as a necessary diagnostic tool for measuring the

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Isidra Villa D. Ogayon, Vicente S. Esmalde and Imelda A. Tangalin

learning outcomes of the learners in the district. Teachers must remember to use them as a
diagnostic instrument so that teaching can be more effective; Master Teachers must be
knowledgeable and fluent in using the Communicative Language Teaching strategies so that
they can help their colleagues in using the same in improving the teaching outcomes in
English or language-related subjects; Curriculum writers should advocate the use of
Communicative Language Teaching Strategy not just in teaching Oral Communication
subject in English but in other language subjects as well; and the School heads, division
trainers, curriculum writers, and policymakers should consider the recommendation in this
study to facilitate learning and improve the academic performance and speaking competence
of learners.

ACKNOWLEDGEMENTS
The researchers are very grateful to the management of the Hondagua National High School
for allowing them to conduct this study, and to the Southern Luzon State University-Judge
Guillermo Eleazar Campus for the assistance in the publication of this research paper.
Likewise, they are grateful to the parents of the Grade 11 students who served as the research
subjects of the study. Furthermore, they are thankful to the Graduate School Dean Dr. Eleanor
A. Osea of University of Northeastern Philippines, Iriga City, Camarines Sur who served as
their statistician.

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