Profile of the Participants

- Age
- Gender
- Academic Track
- School Graduated (GS & JHS)
- Type of school graduated

Socio-cultural
Competence

Discourse Formulaic
Linguistic
Competence Competence
Competence

Strategic
Competence Interactional
Competence

Action Plan

Figure 1: Schematic Diagram of the Study

 Theoretical Framework
This study is based on the concept of Communicative Competence of Celce-

Murcia (2008). The Communicative competence was introduced to the educational

research field as a theoretical framework for designing and implementing the

curriculum. On the other hand, the profile of the participants, as regards to their age,

gender, academic track, school previously graduated (GS and JHS) and its type, is the

independent variable to be significantly associated with the dependent variable of level

of English communications skills readiness index guided by communicative competence

components, namely: socio-cultural competence, formulaic competence, interactional

competence, linguistic competence, discourse competence and strategic competence.

Discourse competence stresses the selection, sequencing and arrangements of

words, structures, and utterances to achieve unified spoken message. This includes

cohesion, deixies, coherence and generic structure. This is the main communicative

competence for human being are involve in a series of dialogue everyday. However,

this is pivotal in the next four competencies (socio-cultural, linguistic, formulaic and

interactional) for it requires “discourse” per se to send and receive messages.

Socio-cultural competence refers to the learner’s speaking pragmatic knowledge

in conveying appropriate messages within the socio-cultural context. This includes

social contextual factors (age, sex, status, power or prestige), stylistic appropriateness

(sensitivity, politeness, genres or registers), and cultural factors (native tongue or

dialects, cultural beliefs or tribes).

Linguistic competence means the knowledge about the target language. This

includes the phonological (the sound system-phonetics), lexical (dictionary of words-

vocabulary), morphological (the structure of words-infected forms) and sintactic (the

combination of words into sentences-grammar).

Formulaic competence refers to the fixed fabricated chunks of language that

speakers use heavily in everyday interactions. This includes routines, collocations,

idioms and lexical frames.

Interactional competence has the three sub-components: actional competence

(knowledge of how to perform common speech acts), conversational competence

(include turn taking systems and other dialogic genres) and non-verbal paralinguistic

competence (includes kinesics, proxemics, haptic behavior, non-linguistics utterance).

Strategic competence refers to the communication strategies used by a speaker

to sustain the communication. This includes achievement, stalling, self-monitoring,

interacting and social. Further, this can be seen interplaying in all components.

Afterwards, the assessment of the variables will produce a propose

comprehensive action plan on how to address existing problems in communication skills

of Grade 12 learners in St. Paul University Surigao Basic Education Department. This

action plan will provide objectives, activities, time schedule and person responsible, and

will serve as guide in teaching English language particularly the macro-skill on

speaking.

Statement of the Problem

This study aims to determine the English communication skills readiness index

for Grade 12 learners of St. Paul University Surigao on online distant learning.

Specifically, it sought to answer the following questions:

 1. What is the profile of the students in terms of:

1.1 Age;

1.2 Sex;

1.3 Academic Track;

1.4 School graduated; and

1.5 Type of school graduated?

2. What is the level of communicative competence of Grade 12 learners in St.

Paul University Surigao Basic Education Department in terms of;

2.1 Socio-cultural competence;

2.2 Discourse competence;

2.3 Formulaic Competence;

2.4 Interactional Competence;

2.5 Linguistic Competence;

2.6 Strategic Competence?

3. Is there a significant association between communicative competence of

English skill and the selected profile variables?

Scope and Limitation of the Study

This study focuses on the status of English communication skills in view of

communicative competence: Socio-cultural Competence (SC); Formulaic Competence

(FC); Interactional Competence (IC); Linguistic Competence (LC); and Strategic

Competence (SC). Furthermore, the participants of this study are limited to the Grade

12 learners in the academic track only which are Accountancy, Business and

Management (ABM), Humanities and Social Sciences (HUMSS), Science Technology,

Engineering and Mathematics (STEM) and General Academic Strand (GAS) of St. Paul

University Surigao Basic Education Department located at Km. 3, Barangay Luna,

Surigao City. Total sampling technique will be utilized. Lastly, this research will be

conducted on the 2nd semester, academic year 2020-2021.

Research Design

This study will use the quantitative type approach employing descriptive method

by using survey questionnaire to determine the English communication skills of Grade

12 learners in St. Paul University Surigao Basic Education Department particularly on

the communication competence status.

Population

The populations of this study are the Grade 12 learners in the Basic Education

Department of St. Paul University Surigao, Surigao City studying within the school year

2020-2021. There are 576 participants in the conduct of the study. Table 1 shows the

distribution of the participants: 151 in STEM, 148 in HUMSS, 144 ABM and 133 in GAS.

Table 1. Distribution of the Participants

Participants Learners (N=576) Sample (n=)

STEM 151
HUMSS 148
ABM 144
GAS 133
Total 576
Sample and Sampling Method

The samples of this study were obtained from the total number of the population

among Grade 12 learners in the Basic Education Department of St. Paul University

Surigao.

Instrument

This study will use close-ended questionnaire which has two (2) parts.

The first part is about on the information of the participants’ profile in terms of

age, gender, academic track and school graduated. The second part will utilize

researcher’s made questionnaire. It uses the (5) five point in the Likert scale with the

following classifications: 5-Strongly Agree, 4-Agree, 3-Neither Disagree/Agree, 2-

Disagree, 1-Strongly Disagree.

Data Gathering Procedure

The researcher will send a letter of request to the Basic Education Principal of St.

Paul University Surigao, Sr. Teresita Baricaua, SPC, to ask permission for the conduct

of the study. Upon the approval of the principal, a letter will be sent to the participants

asking for the information inside the questionnaire. Then after gathering, the data will be

retrieved, tallied, interpreted and analyzed.

Data Analysis

In analyzing the data gathered, the researcher used the following statistical tools:

Frequency Count and Percentage Distribution. This tool was used to treat the

profile of the respondents.

 Mean and Standard Deviation. The researcher will utilize these tools to

determine the level of communication competence.

2
Chi-Square Statistic (X ). This will be used to determine the significant

association between Communication competence and profile variables.

Research Questionnaire
Part I. Profile (Please answer all the questions by filling-in the form and marking check only)
Name: (Optional) : ___________________________________________
Age : ___________________________________________
School Graduated
(Grade school) : _________________________ ___ sectarian ___ non-sectarian
(Junior High School) : _________________________ ___ sectarian ___ non-sectarian

Gender : ___ Male ___ Female

Academic Track : ___ STEM ___ HUMSS ___ ABM ___GAS

Part II. Communicative Competence

General Instructions: Please answer all of the questions by marking check and if you are
uncertain of or neutral about your response, you may always select "Neither Agree or Disagree"

1 2 3 4 5
Strongly Disagree Neither Agree Strongly
Statements Disagree Agree or Agree
Disagree

SC (Socio-cultural competence)
1. I can speak in my own dialect.
2. I can identify different languages.
3. I can communicate in my
community politely.
4. I know different languages in my
environment.
5. I am fluent in speaking different
languages one at a time.
6. I can convey message with
sensitivity.
7. I can understand other dialects
but could not speak.
8. I can convey ideas respectfully.
9. I know different tribes/ethnicities
in our community.
10. I can communicate and establish
relationship
DC (Discourse competence)
11. I can communicate using
conjunctions
12. I can communicate using
here/there
13. I can manage old and new
information.
14. I can communicate using
now/then; before after
15. I can explain table references
using words: the following table
or the figure above
16. I can interview anybody
spontaneously
17. I can speak with correct grammar
18. I can communicate ideas
appropriate to the topic
19. I can converse well in the
classroom
20. I can report my topic
comprehensively
LC (Linguistic Competence)
21. I can converse well in the
classroom
22. I can report my topic
comprehensively