ENGLISH SPEAKING COMPETENCY ENHANCEMENT OF GRADE 10 STUDENTS

IN CBSUA-LHS SY 2017-2018

ALBO, JOSEPH T.

LASTROLLO SHERYL B.

MAGISTRADO, RHOWELLA IRISH RHODA S.

SAPINOSO, KENNETH

BACHELOR OF SECONDARY EDUCATION

MAJOR IN ENGLISH

NOVEMBER 2018

CHAPTER 1
 INTRODUCTION

This chapter focused on the rationale of the study. It

contains the background of the study and its context. It also

outlines the statement of the problem and objectives,

statement of hypotheses, the significance and the scope and

delimitations of the study.

Background of the Study

Twists and turns brought by 21st century are very

apparent on all features of human life. Employment as well as

access to education were not just narrowed in one’s own

country but were now drawn-out to all parts of the world. With

these developments, standards were higher and more

challenging. Competency on diverse skills is very much needed.

In the present day, the feat of success is gauged with the

ability to communicate, share and use information

resourcefully and effectively. The new theme that structures

21st century also includes communication literacy.

Trilling & Fadel (2009) claimed that today’s students,

dubbed as the millennial generation, should be able to

articulate thoughts and ideas effectively using oral, written

and nonverbal communication skills in a variety of forms and

contexts.
 To be able to triumph these goals, students who have not

yet mastered the competencies expected from them should

undertake programs and interventions to help them cope with

the standards that the field of education has enriched. Among

these skills, Thornbury (2005) said that speaking is the most

difficult skill to build in the classroom. It is the most used

skill to convey messages and exchange information, Richards

(2008). Speaking is the most important aspect of all the four

macro skills. It offers ability for the learners to use a

specific language effectively and correctly in communication

and to build a higher and productive exchange of information

between the speaker and the listener. Despite its importance,

schools and universities fail to aid the students in terms of

the proper use of linguistic elements.

Thornbury (2005) said that speaking becomes increasingly

automated through successive practice. Through this, they will

be trained to make the speaking enhancement very productive.

There are many ways on how we can enhance the students’

speaking performance, according to Kariyekayi (2006). Teachers

should create a classroom environment where students have real

life communication, authentic activities, and meaningful tasks

that promote oral language such as discussions, storytelling,

Interviews, asking questions, test etc. with the use of the

target language. Furthermore, Fumiano (2007) shared that

having a mentor and/or coaching a learner can lead to the

development of competence and confidence in the learner’s own

skills and abilities. The speaking enhancement is meant to

help students understand and improve them on language, and to

aid them in their difficulties in speaking.

The speaking enhancement of second language is very

essential to aid the students against the factors that affect

their speaking competency. There are many factors that affect

speaking competency such as Environmental, Physical,

Emotional, and Mental. For example, Amara and Marai (2002)

believed that students feel uneasy in learning English

language because they consider it as a difficult subject to

learn. Some may suffer from high anxiety which causes

examination failure. These factors can affect skills and level

of competency in speaking English language that’s why speaking

competency enhancement is the focus of this research to help

and enhance the students in their difficulties in speaking.

This study served as determinant of the level of English

speaking competency enhancement of Grade 10 students in CBSUA-

Laboratory High School; to provide them with accurate

strategies in English speaking instructions, detect their

weaknesses and further develop these to nurture their English

speaking competency for future academic and work performance.

STATEMENT OF THE PROBLEM

This study focused on speaking competency enhancement of

Grade 10 students of CBSUA-LHS SY 2017-2018. Specifically,

this study answers the following questions:

1. What is the socio-demographic profile of the Grade 10

students?

a. Personal Background

b. Home and Family Background

c. School Background

2. What is the level of English speaking competency of the

Grade 10 students before the enhancement?

3. What is the level of English speaking competency of the

Grade 10 students after the enhancement?

4. Is there a significant difference in the English speaking

competency of the students before and after conducting the

speaking competency enhancement?

5. What are the factors affecting the English speaking

competency of the students?

6. What are the preferred strategies of students in speaking?

OBJECTIVES OF THE STUDY

 This study generally aims to determine the effect of

speaking competency enhancement of Grade 7 students in CBSUA-

Laboratory High School.

Thus, specifically, it aims to:

1. Identify the socio-demographic profile of the Grade 10

students.

a. Personal Background

b. Home and Family Background

c. School Background

2. Determine the speaking competency level of the Grade 10

students before the English speaking competency

enhancement.

3. Determine the speaking competency level of the Grade 10

students after the English speaking competency

enhancement.

4. Describe the significant difference in the speaking

competency of the students before and after conducting

the English speaking competency enhancement.

5. Identify the factors affecting the speaking competency

of the students.

6. Identify preferred strategies of students in speaking.

STATEMENT OF HYPOTHESES
 This study was tailored on the following hypothesis:

HO: There is no significant difference in the level of English

speaking Competency of Grade 10 students of CBSUA-LHS before

and after the GESE enhancement was conducted.

HA: There is a significant difference in the level of English

speaking Competency of Grade 10 students of CBSUA-LHS before

and after the GESE enhancement was conducted.

SIGNIFICANCE OF THE STUDY

This study focused on the Enhancement on Speaking

competency in English of Grade 10 Students in CBSUA-LHS. The

research will also be beneficial to the following:

Students. Results of this research would help them to

determine their speaking competency in English that would help

them improve their speaking ability.

English Teachers. This study would help English teachers

to realize the importance of molding the speaking skills of

the students as one of the means to develop their

communicative skill.

School Administration. The results of this research would

help them in planning, conducting activities, programs and

interventions that would improve and develop the speaking

competency of the students.

Parents. This research would help them know that their

children needs improvement when it comes to their speaking

abilities, also this would be a great help for them to monitor

their children’s capabilities and difficulties in speaking of

their children.

Future Researches. The results of the study would serve

as a basis and support for the effectiveness of enhancement in

the speaking performance of the students. It may also serve as

a reference material for those researchers who wants to

develop their researches related to this study.

Scope and Limitation of the Study

This study focused on the Enhancement on English Speaking

competency of Grade 10 Students in Central Bicol State

University of Agriculture- Laboratory High School SY 2017-2018

with the use of standardized materials and activities. This

study targets the Grade 10 students of CBSUA-LHS to prepare

them for the communicative demands of Senior High School.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

With the rationale of developing deep understanding and

scrutiny of the current study, the researchers gathered and

accumulated related literature and studies from unpublished

materials, printed and online media related to the definite

concern of the study. All these hoarded information and

insights gave evident support and acted as steering principles

leading to better understanding of the study.

REVIEW OF RELATED LITERATURE

COMMUNICATION IN SPEAKING ENGLISH LANGUAGE

Speaking is an essential skill for those learning a

foreign language. Speaking is a tool used to connect people

who talks in the same language. By speaking we can share our

ideas, feelings and opinions.

According to Fariadian, Azizifar, Gowhary (2014),

speaking is one of the most complex cognitive, linguistics and

motor skills. It is used in spontaneous communication, giving

and getting information, and for teaching and learning orally.

According to Bailey (2000) in his book “Practical English

Language Teaching Speaking”, speaking is a process of

interaction where speakers intend to build meaning through

producing, receiving and processing information. In that case,

Lejla (2011) claimed that the speaking skill is the highly

important since foreign language learners are mostly

interested in becoming actual speakers of language.

Brown (2007) states that social contact in interactive

language functions is of key importance and that it is not

what you say that counts but how you say it, what you convey

with body language, gestures, eye contact, physical distance

and other nonverbal messages. In 2001 he also cited that when

someone can speak a language it means that he can carry on a

conversation reasonably competently. In addition, he stated

that the benchmark of successful acquisition of language is

almost always the demonstration of an ability to accomplish

pragmatic goals through an interactive discourse with other

language speakers.

According to Thornbury (2005) in his book “How to Teach

Speaking”, speaking is so much a part of daily life that

people take it for granted. The average person produces tens

of thousands of words a day, although some people, like

auctioneers or politicians, may produce even more than that.

So natural and integral is speaking that people forget how

they once struggled to achieve this ability, until, that is,

they have to learn how to do it all over again in a foreign

language.

Richards and Renandya (2002) stated that effective oral

communication requires the ability to use the language

appropriately in social interactions that involves not only

verbal communication but also paralinguistic elements of

speech such as pitch, stress, and intonation. Moreover,

nonlinguistic elements such as gestures, body language, and

expressions are needed in conveying messages directly without

any accompanying speech.

According to Harmer (2001) in his book “The Practice of

Language Teaching”, effective speakers need to be able to

process language in their own heads and put it into coherent

order so it comes out in forms that are not only

comprehensible, but also convey the meanings that are

intended.

TEACHING IN SPEAKING ENGLISH LANGUAGE

According to Kayi (2006), teaching speaking is not like

listening, reading, and writing. It needs habit formation

because it is a real communication and speaking is a

productive skill so it needs practicing as often as possible.

Teaching speaking should be taught in attractive and

communicative activities. There are many types of classroom

speaking activities. Harmer (2001) states six classroom

speaking activities. They are acting from script,

communication games, discussion, prepared talks,

questionnaires, simulation, and role play.

According also to Harmer (1998), there are three basic

reasons why it is a good idea to give students speaking task

which provoke them to use all and any language at their

comments. Those are: Rehearsal, getting student to have a free

discussion, gives them a chance to rehearse having discussions

outside the classroom; Feedback, wherein, speaking tasks where

students are trying to use all and any language that they know

to provide feedback for both teacher and students; and last,

Engagement, wherein, good speaking activities can be highly

motivating. If all students are participating fully and if the

teacher has set up the activity properly and can give

sympathetic and useful feedback, they will get tremendous

satisfaction from it.

The role of teacher in the classroom can affect the

success of teaching and learning process. According to Diane

in Ratna (2001), the teacher facilitates communication in the

classroom. In this role, one of the major responsibilities is

to establish situations likely to promote communication.

In the website of Colorado State University, (2014), in

an article on “Teaching Speaking”, (writing@CSU/The Writing

Studio), the author stated that personalities play a large

role in determining how quickly and how correctly students

accomplish this goal of speaking. Those who are risk takers

being unafraid of making mistakes will generally be more

talkative, but with many errors it could become hard-to-break

habits. Conservative, shy students may take a long time to

speak confidently, but when they do, their English often

contains fewer errors and they will be proud of their English

ability. It is a matter of quantity versus quality, and

neither approach is wrong. The teachers should break the

silence and get students communicating with whatever English

they can use, correct or not and, selectively address errors

that block communication.

Providing students with a variety of situations and

frequent speaking tasks plays a significant role in the

improvement of students’ fluency in speaking (Tam, 1997).

THE COMPETENCY IN SPEAKING ENGLISH LANGUAGE

According to Verma (2006), “competencies in education

create an environment that fosters empowerment,

accountability, and performance evaluation, which is

consistent and equitable. The acquisition of competencies can

be through talent, experience or training.”

Fumiano (2007) said that having a mentor and/or coaching

a learner can lead to the development of competence and

confidence in the learner’s own skills and abilities.

Rayner, et.al. (2004) purported that coaching is an

important skill to add to a leader’s repertoire of competence.

Competence, thus, can positively be influenced by the use

of a mentor or mentoring groups. Mentoring continues to be an

effective educational strategy that develops and enhances

competence.

ENHANCEMENT IN SPEAKING ENGLISH

Learners should be fluent in learning a foreign language.

Therefore, teachers should emphasize accuracy in their

teaching process. Learners should pay enough attention to the

exactness and the completeness of language form when speaking

such as focusing on grammatical structures, vocabulary, and

pronunciation (Mazouzi, 2013).

According to Thornbury (2005), learners’ correct use of

grammatical structures requires the length and complexity of

the utterances and the well-structured clauses. To gain

accuracy in terms of vocabulary means to select suitable words

in the suitable contexts. Learners, sometimes, apply similar

words or expressions in various contexts which do not mean

similar things. Hence, learners should be able to use words

and expressions correctly.

Thornbury (2005) declared that pronunciation is the

lowest level of knowledge learners typically pays attention

to. In order to speak English language accurately, learners

should master phonological rules and they should be aware of

the various sounds and their pronunciations. Learners should

also know the stress, intonation, and pitch. All of these

elements help learners speak the English language easily and

effectively.

FACTORS AFFECTING THE COMPETENCY IN SPEAKING ENGLISH LANGUAGE

Keramida (2009 cited in Mayangta 2013) detailed speaking

as an anxious triggering activity that make student anxious

when they are in classroom, many students are highly anxious

because of participating in speaking activities.

Subasi (2010) suggested that speaking is the most

anxiety-provoking language skill in foreign language learning

situation.

According to Occhipinti (2009), speaking in the foreign

language is often cited by students as their most anxiety

producing experience. Speaking is an activity which involves

more than one person and it tends to threaten one’s public

standing fairly early.

Nascente (2001) found out that foreign language learners

learning to acquire the oral proficiency in the target

language may have some problems, both internal and external.

Internally, they may experience the feeling of anxiety. They

may feel reluctant to use the target language as they may be

afraid of making mistakes. They may have the feeling of

discomfort using the target language as “it deprives them of

their normal means of communication”

STRATEGIES IN TEACHING SPEAKING ENGLISH LANGUAGE

Tuan & Mai (2015) said that if teachers want to help

learners overcome their difficulties in learning speaking

skill, they should identify some factors that influence their

speaking performance. Learners’ speaking performance is

influenced by factors like performance conditions, affective

factors, listening skill, and feedback during speaking tasks.

According to Mazouzi (2013), learners’ activities should

be designed based on equivalence between fluency and accuracy

achievement. Both fluency and accuracy are important elements

of communicative approach. Classroom practice can help

learners develop their communicative competence. They should

know how the language system works appropriately.

RELATED STUDIES

Nagra, (2014), studied on “Social Intelligence and

Adjustment of Secondary School Students”. The study identifies

the social intelligence level and adjustment levels of

secondary school students in relation to type of school and

gender. Social intelligence scale and adjustment inventory

were used for collecting data from a random sample of 200

secondary school students. They found out that schools must

try to encourage and inculcate social qualities in the

students so that they are better adjusted to the environment.

Teachers are the role models for their students, hence, they

should be effectively trained to help their students avail

maximum benefits and make better adjustments in their lives.

Kalyani Samantray, (2014), studied on Striving for

Fluency through Accuracy: A Blend of Choice, and found that

the concerns of second language teaching/learning are for the

learners who are to be accurate and fluent in language

production in the post-method scenario. She deduced from her

findings that an understanding of learning psychology and

desired learning outcomes influence the adoption of a

combination methodology in teaching grammar to arrive at

accuracy that simultaneously leads to fluency.

Dhanya Bhaskaran, (2014), did his study on Content and

Language Integrated Second Language Learning:

Misrepresentations of Basic Principles in the 60 UG English

Curriculum of Engineering Courses and concluded that

Communication and language skills are non-negotiable

requirements of the industry. Assessing and observing the

usage of English as a spoken language among the Engineering

students in VIT University in Cafeteria, Classrooms, Hostels,

Super Market, Societal functions and Debates, for three weeks

by a group of twelve students, it was found that the Use of

English as a spoken language depends on factors like the

context and the people with whom they are conversing with.

Madhavi Janagani, (2013), studied on ”Activity Based

Learning/Teaching: A Pedagogical Approach in Teaching English

Grammar in India”, and found that activities involve students’

participation and we let our students use their long-term

memory and learn effectively during such activities. The

teachers must use songs, poems, games, and problem solving

activities which bring the structural, pragmatic, prosodic and

communicative aspects of language together in the language

classrooms. Available resources must be used to provide a

relaxed atmosphere and motivate students.

Chandrika Mohan, (2012), from her research on “English

Language Teaching-Updating the English classroom with

Techniques and Communication Skills” has found that different

topics such as excursion, giving directions to others,

explaining about an experience etc., may be given for cohesive

speaking. Students should be instructed to use various

strategies such as description, prediction, simplification,

use of direct speech, illustrations, use of narrative

techniques, use of idioms and phrases, natural use of

connectors, use of intonation and stress as per the topic and

the use of non-verbal communication strategies. At every step

of the speech activity, the teacher should monitor whether the

students are using all the relevant components at an

appropriate place or not.

Margaret, S., (2011), studied on “Learner-Based Teaching

for achieving Oral Fluency. How to make it a win-win

situation”. Forty students of an aided school in Chennai were

involved. The experimental group was given rigorous practice

in oral communicative tasks for five months in well scheduled

sequences. A wide range of L2 exposure activities and oral

skill-focused tasks were employed for getting their interest

and to sustain their involvement and effort. He found that

involving learners themselves in identifying the type of

tasks, creation of the needed environment, arranging for group

dynamics, designing activities and collection of materials

would enhance their involvement and interest even in

challenging tasks such as achieving oral skills in English

The National Capital Language Resource Center, Washington

Dc., (2004), study on the “Strategies for Developing Speaking

Skills “and revealed that effective instructors teach students

speaking strategies using minimal responses, recognizing

scripts, and using language to talk about language which they

can use to help them expand their knowledge of the language

and their confidence in using it.

Mary Ann Cunningham Florez, (1999), investigated on

“Improving Adult English Language Learners’ Speaking Skills”

and concluded that speaking is an interactive process of

constructing meaning that involves producing and receiving and

processing information. Speaking requires learners not only

know how to produce specific points of language such as

grammar, pronunciation, or vocabulary (linguistic competence),

but also that they understand when, why, and in what ways to

produce language (sociolinguistic competence).

Roger Chrisman, (1999), practiced two methods for

teaching and testing speaking and for grading students in

universities in China. In a three-minute presentation test

(harder method), each student was given three minutes to tell

anything they wanted, privately. The students were not

permitted to read a speech but notes were allowed. Some of

them responded by memorizing a three-minute speech. Roger

discouraged this by asking questions and urged them to talk.

The students need to practice their material whatever they

choose, by telling it to their favorite classmates a few times

instead of memorizing it.

The aforementioned studies and literature is a record of

how speaking competency enhancement contributed to the

improvement of students in speaking. It also presented the

different methodologies used by previous researches in pursuit

of the enhancement of students’ competency in speaking.

Although many studies were conducted to proved contribution of

enhancement to speaking competency, it was evident that very

few studies were conducted in the Philippines which

strengthened the need for the same treatment in the country.

Given the fact that the Philippines is considered as one of

the English-speaking country in the world, it is imperative

that communication skills in general should be given attention

and interventions to achieve mastery in the productive

competencies like speaking should be conducted.

THEORETICAL PARADIGM

In studying the effects of speaking competency

enhancement in English of Grade 10 students, three theories

served as the lens through which the study was formulated.

These theories were the combination of Vygotsky’s Scaffolding,

Schema theory and The Cognitive Theory.

The first theory is the Sociocultural Theory proposed by

Lev Semanovich Vygotsky in 1978. This theory proposes that

learning occurs within a social situation that starts on the

interaction between the teacher and student and then the

child’s internalization or independency. Translated into

classroom terms, a student’s speaking skill develops socially

first, individually second. As a result, writers will be able

to make better meaning in an atmosphere where they may

interact with their teacher and classmates before they can

improve their speaking in any circumstance. The teacher will

serve as the expert that will work hand in hand with the

novice or the student.

Another concept in this theory is the Zone of Proximal

Development which is the difference between what the child can

accomplish alone and what he can do better with the help of a

more knowledgeable others.

The second is the Schema Theory proposed by Frederic

Barlett in 1932 and was further developed in 1970 by Richard

Anderson. During the speaking process, students need to

activate their previous schemata stored in their long-term

memory and they have to obtain new knowledge which helps them

create good speeches, recitations and other verbal

communication skills. Schemata supply the necessary knowledge

of phrases, content and organization forms, which influence

sentence construction, revising and speaking process.

 A cognitive theory of learning by Jean Piaget sees second

language acquisition as a conscious and reasoned thinking

process, involving the deliberate use of learning strategies.

Learning strategies are special ways of processing information

to enhance comprehension, learning or retention of

information. This explanation of language learning is strongly

in contrast with the behaviorist account of language learning,

which sees language learning as an unconscious, automatic

process. In the classroom, relevant activities include review

and revision, class vocabulary bags, using a scaffolding

approach with young learners, analysis and discussion of

language and topics, inductive approaches and learner

training.

The aforementioned theories supported the intervention

used in the study and its effects on the student’s writing

skill acquisition and development. The following theories also

explained the cognitive processes happening inside the mind of

the students while speaking. It also tapped the factors which

affect the way students develop their ideas on a certain

topic. Considering these theories helped the researchers in

formulating speaking intervention for instruction that leads

to the improvement of the speaking competency of students.

 Socio-Cultural Theory
(Lev Vygotsky)
proposes that learning
occurs within a social
situation that starts on the
interaction between the
teacher and student and then
the child’s internalization
or independency

Schema Theory
(Frederick
Barlett)
students need
(Jean Piaget)Cognitive Theory

ENGLISH SPEAKING to activate

COMPETENCY their
previous
schemata

Figure 1. Theoretical Paradigm of the Study

CONCEPTUAL PARADIGM

This conceptual paradigm presents the system analysis as

a tool in conduct of the English speaking competency

enhancement in determining the effect of English speaking

competency enhancement and performance of Grade 10 students of

Central Bicol State University of Agriculture College of

Development Education – Laboratory High School S/Y 2017-2018.

The end view is to determine the effect of English speaking

competency enhancement to the performance of the respondents.

ENGLISH ENGLISH SPEAKING ENGLISH

SPEAKING COMPETENCY SPEAKING
COMPETENCY COMPETENCY
ENHANCEMENT
LEVEL AFTER THE
(Before) a. Topic Phase ENHANCEMENT
b. Interactive
Phase a. Language
c. Conversatio Functions
n Phase b. Grammar
c. Lexis
d. Phonology

Figure 2. Conceptual Paradigm of the Study

OPERATIONAL TERMS

Speaking Competency Enhancement

Speaking Competency Enhancement is concerned with the

correction and improvement of faulty speaking habits and

raising student’s speaking competence.

The Topic phase

The Topic phase provides candidates with the opportunity

to: show what they can do in English, use the communicative

skills, language functions and language items of the grade,

link sentences together to talk about a subject at some length

and lead a discussion on a topic they are personally

interested in.

The Interactive phase

The Interactive phase provides candidates with the

opportunity to: demonstrate their independence as users of

English, understand and use the language functions of the

grade, take control over and maintain an interaction and,

participate in an authentic exchange of information and

opinions.

The Conversation phase

The Conversation phase provides candidates with the

opportunity to: exchange information, ideas and opinions with

the examiner, take more responsibility for maintaining and

sustaining a conversation display their ability and to use the

communicative skills, language functions and language items of

the grade.

Language functions

Giving advice and highlighting advantages and

disadvantages; Making suggestions; Describing past habits;

Expressing possibility and uncertainty; Eliciting further

information and expansion of ideas and opinions; Expressing

agreement and disagreement

Grammar

Second conditional; Simple passive; Used to Relative

clauses; Modals and phrases used to give advice and make

suggestions; Modals and phrases used to express possibility

and uncertainty; Discourse connectors.

Lexis

Vocabulary specific to the topic area; Vocabulary

specific to the subject areas; appropriate words and

expressions to indicate interest and show awareness of the

speaker; Simple fillers to give time for thought; Phrases and

expressions relating to the language functions listed above.

Phonology

The correct pronunciation of vocabulary specific to the

topic and subject areas; Rising intonation to indicate

interest and surprise as appropriate; Falling intonation to

indicate the end of a turn; Intonation and features of

connected speech beyond sentence level

 CHAPTER III

METHODOLOGY

This chapter provides the overall framework and

methodology that the researchers used in this study. This

presents the research methods, research locale, respondents of

the study, instrumentation, data gathering procedure and

statistical tools used in analyzing and interpreting the data.

RESEARCH DESIGN

This research study used descriptive method in

determining the speaking competency level of the Grade 10

students in CBSUA Laboratory High School before the

enhancement.

Test-Retest and Correlation method were used to describe

the differences in the English speaking competency of the

students after conducting the enhancement.

Descriptive method was used to identify the factors

affecting the speaking competency of the students and the

strategies they prefer when taught about speaking.

RESEARCH LOCALE
This research was conducted at CBSUA Laboratory High School

located at District III, Pili, Camarines Sur with the Grade 10

students as the respondents.

RESPONDENTS OF THE STUDY

The respondents of the study were the Grade 10 students of

CBSUA Laboratory High School with low grades in English for

the school year 2017-2018.

RESEARCH INSTRUMENT

Instrument is a device to get the data. For the research

to happen, the researcher needs the instruments to collect the

data. In this research, the researcher used six instruments,

as follows:

a. Survey Questionnaire

It is used to obtain data based on the respondents’

profile and the factors that affect students’

speaking competence and the strategies preferred by

the students when speaking skills is involved.

b. Interview Guidelines

The researcher interviewed Grade 10 students of

CBSUA-LHS to get some information as adapted from

The English Proficiency Assessments for California

(ELPAC), Graded Examinations in Spoken English

 (GESE) and a standardized test for a specific

competence to assess their speaking level

performance before and after the enhancement

program.

c. Speaking Rubrics/Scale

The speaking rubric was adapted in the TOEFL

speaking IBT test which contains scores of students’

speaking performances. The scores were gained

through interview recordings and tests.

d. Audio Recorder

Audio recorder was used to record interview. The

record interview was transcribed into written form

and was attached to be reported in the thesis as

proof that the interview was done. The interview

transcription makes the data collection easier.

e. Camera

Camera is one of the most important instruments used

in this research. It was used to document the

process of this research.

DATA GATHERING PROCEDURE

The researcher collected the data through interviews,

survey questionnaires and standardized tests (Speaking test).

The Grade 10 students who undergone the enhancement was

identified by the English teacher. They were those who were

poor in classroom recitation.

There were 10 students who undergone enhancement. The

enhancement class accommodated 2 students per week. The

enhancement lasted for 2 months. The enhancement was done

alongside with the conduct of interview, the gathering of

information about the students’ profile, their level and

factors affecting their speaking performance and their

preferred strategies when being taught about speaking. The

last data collection was testing. The researcher had a

preliminary testing to know the English speaking competency

level of the students. After knowing their level of speaking

performance, the researchers conducted enhancement to improve

their current level. The posttest was conducted after the

enhancement which was a tool for finding whether the

enhancement proposed by the researcher improved the students’

speaking competency or not. At the end, the results of both

pre- and posttest were compared.

The topics covered for each student were the Topic Phase,

the second was for interactive and the third was for the

conversational and the last was the integration of three.

STATISTICAL TOOLS

The data obtained was tabulated and interpreted using the

appropriate tools.

Mean. The mean was used to calculate the test scores

acquired from the speaking competency prompts. This was used

to compute the quantitative analysis of the speaking

competency level of the students.

Variance. This was used to determine the amount of difference

in the speaking scores of control and experimental group.

T-test. The t-test for independent samples was used to

determine the significant difference in the speaking

achievement between the control and experimental group.

Standardized Speaking Tests

The English Language Proficiency Assessments for California

(ELPAC) was used for the pre-test in order to know the level

of competency in English Speaking.

The Graded Examinations in Spoken English (GESE) is a suite of

oral proficiency tests which assess general English ability at

12 levels. This test provides a valid and reliable scheme of

assessment through which learners and teachers can measure

progress and development, whether for educational and

vocational purposes or as a leisure activity (Trinity College

London 2010, p. 5).

The tests assess communicative competence as defined by Canale

and Swain (1980) and Canale (1983). They take the form of

direct interviews between an examiner and an individual

candidate.

Survey Questionnaires were utilized for the collection of data

such as the profiling of the students, factors affecting their

English Speaking Competency and the strategies preferred in

speaking.

DATA ANALYSIS

The researchers analyzed the data in a descriptive way.

The researchers described the result from the interviews,

survey and tests conducted weekly. The test results were used

to determine the English speaking competency level of the

students and their improvement after the English speaking

competency enhancement.