Research Paper 1

Saint Theresa College of Tandag, Inc.
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COLLEGE OF TEACHER EDUCATION
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Tandag City, Surigao del Sur

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CHAPTER 1
PROBLEM AND ITS SCOPE
BACKGROUND OF THE STUDY

The word communication is derived from the Latin terms cum munis [to make
common] and communicate [to share]. Hence, communication is defined as the
exchange of information, thoughts, ideas, feeling and the like. Because of its complexity,
scholars and experts cast various definitions of communication. Communication is any
process in which people share information, ideas, and feelings to construct meaning,
establish relations and build understanding.
Oral communication skills are fundamental to the development of literacy and

essential for thinking and learning. Through talk, students not only communicate
information but also explore and come to understand ideas and concepts; identify and
solve problems; organize their experience and knowledge; and express and clarify their
thoughts, feelings, and opinions. Listening and speaking skills are essential for social
interaction at home, at school, and in the community. To develop their oral communication
skills, students need numerous opportunities to listen and to talk about a range of
subjects, including personal interests, school work, and current affairs. The language
program should provide opportunities for students to engage in various oral activities in
connection with expectations in all the strands, such as brainstorming to identify what
they know about the topic of a new text they are about to read, discussing strategies for
solving a problem in a writing assignment, presenting and defending ideas or debating
issues, and offering critiques of work produced by their peers.
Suprasegmental, also called prosodic feature, in phonetics, a speech feature

such as stress, tone, or word juncture that accompanies or is added over consonants and
vowels; these features are not limited to single sounds but often extend over syllables,
words, or phrases. In Spanish the stress accent is often used to distinguish between
otherwise identical words: término means “term,” termíno means “I terminate,” and
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terminó means “he terminated.” In Mandarin Chinese, tone is a distinctive

suprasegmental: shih pronounced on a high, level note means “to lose”; on a slight rising
note means “ten”; on a falling note means “city, market”; and on a falling–rising note
means “history.” English “beer dripped” and “beard ripped” are distinguished by word
juncture. Segmental and suprasegmental information. Segments consist of vowels and
consonants while suprasegmental features are speech attributes that accompany
consonants and vowels but which are not limited to single sounds and often extend over
syllables, words, or phrases. Vowels and consonants are considered as small segments
of the speech, which together form a syllable and make the utterance. Specific features
that are superimposed on the utterance of the speech are known as supra-segmental
features. Common supra-segmental features are the stress, tone, and duration in the
syllable or word for a continuous speech sequence. Sometimes even harmony and
nasalization are also included under this category. Supra-segmental or prosodic features
are often used in the context of speech to make it more meaningful and effective. Without
supra-segmental features superimposed on the segmental features, a continuous speech
can also convey meaning but often loses the effectiveness of the message being
conveyed (Kulshreshtha,2012).
We observed that others can’t speak fluently and continually, and other loss
their confidence, good thing that through Oral Communication it will help them enhance
and boost their confidence. English teacher’s innovative ways to teach oral
communication in context through variety of instructional materials that are learner-
centered, relevant, culture-responsive, and task-based, so that young Filipino learners
can become good listeners and good speakers of English. Through debate, students
learn how to think on their feet, hone their listening and reflection skills as well as
improving their speaking. Debate forces students to slow the communication process
down to create well thought out opinions, all in English. By focusing on the three pillars of
oral communication (listening, reflecting and speaking) when learning a new language,
you accelerate the process because you are doing.
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THEORITICAL FRAMEWORK
An obvious starting point for the paper, is a definition of communication skills. Over
the years, scholars have evolved a theory of competence in oral communication skills.
Initially, theorists developed the concept -of linguistic competence which focuses on
understanding the underlying structural rules of language. These include knowledge of
phonetics, grammar and vocabulary and collectively are ref-erred to as language code.
This theory concentrates, on knowledge, not performance. However, the concept of
linguistic competence seemed too limited for scholars who were concerned with the
abilities individuals display in everyday interaction. This (Hymes, 2007) to develop the
concept of communication competence, which focuses on .understanding both the rules
4 of language code and the rules of language usage. Language usage encompasses
appropriate uses of language within particular cultures and situations. Thus,
communication competence is concerned more with performance than knowledge.
Communication is exchange of ideas between people either orally or in writing. In

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

and speaking competencies- are acquired early in life. However, developing
communication competence, knowledge of both code and usage, continues .throughout
life. Among adults one finds many 'levels of competence and. for an .individual
competence may vary from situation to situation, (Mead, 2005). (Stitch et al., 1974) have
developed a model of communication skills development which describes the progressive
acquisition of oracy and literacy. They first identify basic capacities of hearing, seeing and
motor movements. These develop into the skills, of listening, looking, uttering and
"marking. Comprehending meaningful speech and producing meaningful utterances
come next. These -skills are referred to as auding and speaking. Lastly, reading and
writing skills develop.
Pressure to speak in English to the learners, both at school and in the dormitory
has demanded language instructor to take into account the best methods fitting the
learners’ needs and the school’ expectation. As a result, language instructors have
designed an oral speaking class separated from literacy development which means the
students have to attend two English classes. The first is a speaking class focusing on
speaking and listening and language features (pronunciation) and a literacy class
focusing on developing reading and writing skills and on language features such as
grammar and vocabulary. This context puts teacher in more flexible way in managing his
class. Also, in developing the learners’ oral communication skills, teacher plays an
important role in structuring students’ learning experiences so as to support their speaking
development in and outside the classroom, that is by designing interesting and
appropriate materials (Goh and Burns, 2012). Furthermore, the teacher can develop
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assessments fitting the learning goals and objectives. Overall, the language course in this
particular school could be a perfect example of the integration and balancing the four
strands as suggested by (Nation and Newton, 2009) in order to achieve the ultimate goals
of L2 learning.
(Wahyuni, 2006) proposed a theory on how to develop students’ oral

communication skills by his Round Robin Technique. Round Robin is primarily a
brainstorming technique in which student’s generation ideas but do not elaborate, explain,
evaluate, or question the ideas. Group of members take turns responding to a question
with a words, phrase, or short statement it means that round robin technique give freedom
to students to speaking. Besides that, Round Robin technique is able to generate ideas
and speak in order moving from one student to the next. It means that Round Robin
technique gives a chance to students to speaking. According to (Kagan, 2009) Round
Robin is an oral technique. According to (Dr. Karre, 2009) round robin engages students
in group discussion of key ideas from class It means that round robin is one technique to
improve students’ speaking skill in class in group. A round-robin story is one that is started
by one person and then continued successively by others in turn. Whether an author can
get additional turns, how many lines each person can contribute, and how the story can
be ended depend on the rules.
Meanwhile, (Jones, 2006) stated, “Speaking is a form of communication. “We can

say that the speaker must consider the person they are talking to as listeners. The activity
that the person does primary based on particular goal. So, it is important that everything
we wants to say is conveyed in an effective way, because speaking is not only producing
sounds but also a process of achieving goals that involves transferring messages across.
(Jones, 2006) said, “How you say something can be important as what you say in getting
your meaning across. Therefore, speaking process should pay attention to want and how
to say as well as to whom appropriately. According to (Nunan,2007), the successful oral
communication involves developing: A. The ability to articulate phonological features of
the language comprehensibly. B. Mastery stress, rhythm, intonation pattern. C. An
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acceptable and interpersonal skills. D. Transactional and interpersonal skills. E. Skills in

taking short and long speaking turn f. Skills in the management of interaction. G. Skills in
negotiating meaning. H. Skills in knowing about the negotiating purposes for
conversations. Speaking is the one of the most important competencies that should be
mastered by the language learners’ especially English learners beside reading, listening
and writing.
However, teachers can make changes in their teaching practices if they are
introduced to new teaching techniques” (Bashiruddin, 2003). Keeping in mind the hope of
change and improvement , a journey was started by applying new teaching strategies
such as demonstration, role play, discussion through pair and group work which
encouraged students’ participation in classroom activities and improving OCSs
(Cameron, 2001; Hall, 2011). (Shughri, 2007) in his study concludes that, “these
strategies brought real life situations into the class, where students were provided with
rich opportunities to express their ideas and exchange their opinions.” As a result of using
these strategies in intervention phase some key themes emerged were students’
participation and responses in classroom activities increased, accuracy and fluency skills
were developed, very limited code switching was observed, self and peer correction
helped in accuracy and fluency, imitation and questioning skills enabled students at
sustaining oral skills. These thematic findings clearly indicated towards the improvement
of students OCSs.
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CONCEPTUAL FRAMEWORK
Oral Communication is one of the communications that we have. However, Oral

Communication Skills depends in the sounding of vowel and consonant sounds and
stressing, phrasing, juncture and blending of English words. Also, the ability to answer
simple interview questions. In some cases, having a correct grammar and vocabulary is
good but being proficient in using these simple English terms is also important. According
to Richard in (Mahadina, 2005), pronunciation is the way a certain speech sounds in the
mouth, pronunciation stresses more on the way of sounds are produced by the hearer.
Pronunciation is important in English because mispronunciations will make hearer
misunderstand about the meaning of utterance. There are some terms that will guide you
to improve your Oral Communication Skills: Sounding of Vowels, are produce with
relatively open vocal tract. Especially a vowel in a sound that is made with the mouth and
throat and not closing any point. Sounding of Consonant, are created by pushing through
a small opening in the vocal tract or by building up the air in the vocal tract by releasing it.
Stressing, is the degree of emphasis given a sound in syllable in speech. In speech, it
means that you are adding vocal emphasis to a particular word or syllable using extra
vocal energy, volume and breathe to make it louder and clearer to your listener. Phrasing-
is breaking or dividing an utterance into breathe unit or thoughts group. It is grouping of
words in a long sentence in order to express a clear thought. Juncture- is the manner of
moving (transition) between two successive syllables in speech. Also, it breaks or pauses
in speech that indicate moral or other grammatical units. Blending- it is saying the words
in phrase as if they were one word. In other words, it refers to joining the beginning of one
word and the end of another to make a new word with a new meaning.
Through an oral test the researchers will measure the ability of the students Oral
Communication Skills and distinguish their strength and weaknesses. The researchers
will be able to identify if the Grade 11 HUMSS students are good in sounding of vowel
and consonants sounds, and in stressing, phrasing, juncture and blending English words.
The researchers can assess those who are not good in Oral Communication Skills in
different ways, like for example in a face to face conversation and simple interview.
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Thus, the improvement of Oral Communication Skills can help students specially,
the Grade 11 HUMSS students to express ideas and thoughts in a clear and simple way
of speaking orally. This study aims to improve the Oral Communication Skills among
Grade 11 HUMSS students of Saint Theresa College of Tandag Inc. in order for them to
avoid misunderstanding because good Oral Communication Skills enables students to
assimilate more from the learning process by empowering them to ask relevant questions
and discuss doubts.
Proficiency in the
sounding of vowel and
consonant sounds and Improved the Oral
stressing, phrasing, Grade 11 HUMSS Communication Skills
juncture and blending of students among Grade 11 HUMSS
English words. Oral Communication Skills students of Saint Theresa
through an oral test. College of Tandag Inc.
Ability to answer
simple interview
questions.
Figure 1: Schematic Diagram of the Study
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STATEMENT OF THE PROBLEM
The purpose of this study is to identify the level of Oral Communication Skills
among Grade 11 HUMSS students in order to implement a program in school that will
improve their proficiency in Oral Communication.
It seeks to answer the following sub problems:
1. How proficient are the Grade 11 HUMSS students as to the following:

1.1 Proficiency in the sounding of vowel and consonant sounds and
1.2 Stressing, phrasing, juncture and blending of English words?
2. What is the ability of the Grade 11 HUMSS students in answering simple interview?
3. How do the following factors affect the student’s oral communication skills in English in
terms of:
3.1 Personal Factor

3.2 Family Factor
3.3 Peer Factor
3.4 School Factor
3.5 Community/Environmental Factor
4. What measures can be suggested to improve the Oral Communication Skills of the
Grade 11 HUMMS students?
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SIGNIFICANCE OF THE STUDY
This study entitled The Oral Communication Skills among the Grade 11 HUMSS
Students in Saint Theresa College of Tandag Inc.
This study is important to the following people:
Students. This study will help the Grade 11 HUMSS students to improve their Oral
Communication Skills.
Parents. This study will help the parents to know if their children has a good Oral
Communication Skills. Also, it will help them on how they can assess or guide their
children in learning even though they are in their respective houses,
Faculty. This study will help the faculty to identify those students who needs to improve
their Oral Communication Skills. Also, it will help the faculty to find some ways to develop
students Oral Communication Skills or somehow the faculty will try another teaching
strategy that will surely help.
School. This study will help to get a good feedback by others because of their way or
strategies on how to handle and to develop students Oral Communication Skills.
Administrators. This study will help them to become aware about the student’s Oral
Communication and to know their concerns, so that they will take an action towards those
problems/concerns.
Community. This study will help the community to have a harmonious way of living
because of better exchanging and proper way of delivering of ideas and thoughts.
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SCOPE AND LIMITATION OF THE STUDY
This study entitled The Oral Communication Skills among the Grade 11 HUMSS
Students in Saint Theresa College of Tandag Inc. This study will be conducted in SaInt
Theresa College of Tandag City Inc. Senior High School Department on February,2021
it involves the Grade 11 HUMSS Students.
The areas covered are the proficiency in the sounding of vowel and consonant
sounds and stressing, phrasing, juncture and blending of English words and the ability to
answer simple interview questions. Also, Grade 11 HUMSS students Oral
Communication Skills will be identifies through Oral Test.
The output pf the study will be to improve the Oral Communication Skills among the
Grade 11 HUMSS Students in Saint Theresa College of Tandag Inc.
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DEFINITION OF TERMS
In order to fully understand the study, the following terms are clearly defined.
Blending. Saying the words in state as in case they were one word.
Consonant Sound. Made by pushing through a little opening in the vocal tract or by
building up the discourse within the vocal tract by discharging it.
Improve. Make or become better or to develop students Oral Communication Skills.
Juncture. Way of moving between two progressive syllables in discourse.
Oral Communication Skills. Implies communication through mouth. It simplifies good

delivery and articulation of words with the help of suprasegmentals or speech elements.
Oral Communication Skills Students. These are the students in Grade 11 HUMSS.
Phrasing. Breaking or separating an articulation into breathe unit or group of thoughts.
Stressing. The degree of accentuation given a sound in syllable in a discourse or speech.
Vowel Sound. Deliver with moderately open vocal tract.
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CHAPTER 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter contains several readings and sources of information that are very
relevant to the present study. It contains related concept and ideas that established the
claim why the study is to be conducted.
Foreign Literature
Generally, communication can be defined as a process of exchanging information,

from the person giving the information through verbal and non-verbal methods, to the
person receiving the information. Oral communication skills will also be at a premium in
the future. As the Information Age progresses, much of students’ "personal, social, and
professional success will depend on their speaking and listening skills. Our new literacy
will require instruction in oral communication" (Martin, 1987). Students will need to be
able to effectively communicate with an increasing number of audiences due to site-based
decision making in the workforce, the need for problem solving strategies, higher
technical literacy in society, and telecommunications technologies. Thus "as the satellite
communication system increases our oral communication capability across the nation
and around the world, the need for competency in the basic skills of speaking and
listening becomes imperative" (Boileau, 1982).
The most common method of communication is verbal, using a specific language
where it is a two-way process, with feedback on the message received. Communication
also involves the exchange of ideas, opinions and information with a specific objective.
Apart from oral communication, information can also be exchanged using symbols or
signage. Communication has also been defined as sharing and giving meaning occurring
at the same time through symbolic interactions (Seiler & Beall, 2005). Communication has
been said to start when a message or information is transferred from the sender (the
speaker, writer) to the receiver (listener, reader) through an instrument or channel, and
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followed by the receiver giving feedback (coding and interpreting the information (Masri,
1997). Based on these definitions, elements of communication include the person giving
the information, the information and feedback by the receiver, and the repetition of these
processes creates knowledge development. Previous research on communication skills
among university students have been reported by (Ahmad and Dababneh, 2010; Cleland
et al., 2005). They found that a positive communication environment provides opportunities
to students to learn how to communicate, and thus, have better communication skills.
Therefore, university students need to be given opportunities to communicate in order to
be better prepared for the job market after their studies. Communication is more effective
if the receiver (of the information) can understand and practice the skills. Further,
communication will be more meaningful if the physical, spiritual and social factors are
taken into account during the communication process. As a university student who is
getting ready to start on their chosen career, he or she should take the opportunity in any
activities that developed communication skills in a wider and complete aspect so that
communication skills can be fully developed. Students need to put in effort to develop their
communication skills to be able to succeed in their chosen profession (Ihmeideh, et al.
2010).
There are many types of communication skills, but generally it involves oral and
written skills.(Helmi,2005) proposes that there are essentially three types of
communication, which are interpersonal communication, management communication
(communication in a group), and public communication (speech making). The process of
communication generally involves four elements, which are the speaker, the receiver,
communication channel and feedback. A few researchers have defined communication as
verbal communication, written communication, non-verbal communication, listening and
giving feedback (Najmuddin, 2010). At the same time, (Idris,2010) proposes that
communication as a non-verbal skill, giving feedback, presenting ideas verbally and in
written form, doing presentations and negotiating to achieve a goal and getting
support/agreement. In our globalized world, university students need to master
communication skills in different cultural contexts (Penbek et al.,, 2009). (Harlak et
al.,2008) proposes that university students be exposed to activities that can develop their
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communication skills starting from their first year at university. Hence, universities must
provide many more activities to develop the students’ communication skills in order to meet
the challenges of the globalized world. Therefore, the aim of this study was to investigate
the level of communication skills (oral, written and social skills) among local university
students.
Local Literatures
According to (Gonzaga, 2018) there have been various problems and issues that
surround the Philippines’ educational system. The country is suffering from a massive, if
not, significant decline in the quality of education that public schools offer. English, being
one of the major subjects taught in primary and secondary schools, is of great importance
to consider. Of all the subjects taught, this may be the most important for the reason that
English is also used in teaching other subjects as well. When students graduate and finally
work, English is surely used in communication, especially and most importantly abroad.
Monitoring the teachers in the schools has also been a problem because of poor budget
allocated by the government to education. In turn, the more effective techniques in
teaching may not be implemented for the students. Some may also be retained to the old
techniques that were now obsolete, which of course, hinders the way to effective teaching
and learning.
Principals must constantly keep the teachers in check to make sure that they
continue to teach efficiently and successfully. To these problems, the researchers decided
to investigate the educational system of the Philippines. Being English majors, the
researchers were deeply concerned to the teaching of the English subject with fluency and
accuracy. The relation to the course also played a role as to why the researchers chose
to delve into the said topic. Education is rarely examined upon in undergraduate studies,
and it is time to study a growing concern of the country, one which may have great effects
soon if not remedied. Well of course, it is not always said that the problem is with the
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teachers, but the teacher is second to the most important part of the classroom, the
students. If it is indeed proven that the teachers are lacking in English proficiency
especially in oral communication, an intervention program may soon be needed to develop
to fix this problem as to (Villaber, 2018).
Ultimately, the success of all the educational reforms and globalization initiatives
boils down to the basic unit of the educational system-the classroom. These classrooms
are manned by teachers, who serve as facilitators of the teaching-learning process.
Hence, preparing and training teacher education students is of crucial importance,
especially along competency and skill areas related to 21st century education literacies
like that of using the English language and effective oral communication. This places the
vital role to the Teacher Education Institutions (TEIs) in their preparation and training of
the teacher education students, especially along content, pedagogical skills, and 21st
century skills. Apparently, the preparation and training of teacher education students in the
college classrooms is very crucial. Interestingly, numerous observations are shared by
college professors that teacher education students have difficulties and apprehensions in
expressing themselves using the English language during classes and even during
encounters Mark Anthony T. Juan and Ronald Candy S. Lasaten Relationship between
Teacher Education Students’ Oral Communication Apprehensions in English and Their
Academic Performance International Journal of Languages, Literature and Linguistics, Vol.
2, No. 2, June 2016 doi: 10.18178/ijlll.2016.2.2.69 65 outside the classrooms. Majority are
apprehensive to communicate their ideas during recitations, while some have anxieties in
communicating during group, one-on-one and public speaking sessions as to (Juan et al.,
2005).
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Foreign Studies
(Hedge, 2002) describes the communicative classroom as where one develops the
students’ communicative language ability in five key components: • Pragmatic competence
refers to the ability to know how to use the language to achieve communicative goals. •
Linguistic competence refers to knowledge of the language itself (spelling, vocabulary,
pronunciation etc.). • Discourse competence refers to the ability to know how ideas are
linked across utterances (linguistically and between sentences). • Strategic competence
refers to using communicative strategies to express oneself. • Fluency refers to the ability
to communicate easily without hesitation and “inappropriate” slowness. Thus, the teacher’s
role in a communicative classroom goes far beyond presenting and providing the students
with new language. They need to build the students’ competence as well as their
confidence. Furthermore, (Hedge, 2002) clearly states that “the communicative classroom
will need to expose learners to input which they can attend to, and opportunities to produce
output in more controlled activities”. The concept ‘controlled activities’ refers to activities
where the focus on language is made conscious for the students, while the teacher still
has control of the students’ output to a large extent. (Hedge, 2002) raises four needs that
have to be fulfilled to create these ‘controlled activities’. Firstly, one needs to contextualize
the activity by demonstrating the link between linguistic form and communicative function.
That is, to find a suitable situation for when the current structure would be applied in real
life. Secondly, the activities need to allow the students to personalize their language to
freely express their own ideas, feelings and opinions. Thirdly, the students need to become
aware of the social use of language, which means understanding which language and
social behavior is suitable in a specific situation. Lastly, the teachers need to help the
students develop their confidence, for them to learn how to produce language
automatically and quickly. By letting students work and try out their language together, the
teacher is creating a positive climate for classroom communication where the students’
confidence can develop.
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Within the field of second language learning, grammar has historically always been
seen as more important than vocabulary. However, today vocabulary is considered equally
important to grammatical structures when it comes to developing communicative
competence within a second language. Grammar is needed in order for the learner to
communicate in a logical manner; however, the importance of vocabulary is emphasized
since that is how a learner transmits a message (Hedge, 2002) Nevertheless, (Gass et al.,
2013) mention that vocabulary learning is a time consuming process and it is unrealistic
to believe that a language learner will have full knowledge of a word after only hearing it
one time. Words are commonly learned after being encountered frequently; that is, a
learner must hear the word used in different contexts to fully understand its meaning and
as a result utilize the word as a part of their own vocabulary. This process can be enhanced
by using a platform created by (Gass et al. 2013) known as the ‘Vocabulary Knowledge
Scale’ consisting of five stages: “a. the word is unfamiliar, b. the word is familiar but the
meaning is not known, c. translation into the native language can be given; d. the word
can be used appropriately in a sentence and e. the word is used accurately, both
semantically and grammatically.”
The linguist Stephen Krashen put forward a theory called the Input Theory, where
he claimed that a learner must build comprehensive knowledge of the target language
before any spoken language can occur (Krashen 1985). His stance was based on an
approach called the Comprehensive Approach which meant that, if output is produced
before input, a learner could make errors which persisted. However, if input knowledge of
a language is acknowledged before output is produced, these errors can be avoided.
Though input is important for a second language learner, it is not enough. However,
(Swain, 2005) took a different stance by arguing for Pushed Output. She claimed that,
pushing students to produce language would help them notice gaps in their language
knowledge. Pushed output’ is basically when a learner has to produce language that
“pushes” them to perform outside their normal comfort level. Several speaking tasks can
lead to a pushed output with a desirable result. For example, research shows that when
learners are given the opportunity to prepare a speaking task, it can in fact lead to
improvements in fluency and grammatical complexity (Nation, 2005).
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Local Studies
Communication skills point to improve abilities of students in language

understanding and expressing ideas through the implementation of oral examination. With
the thrust on helping students improve communicative competence, there is a growing
consensus that the development of communication skills encompassing academic literary
and English language proficiency occurs most effectively in the context of disciplinary
study and that communication skills need to be embedded in the curriculum; however,
there is also recognition of the challenges of achieving it .The enclosure of oral
examination results to high motivation of students to learn speaking skills Further, this
gives teachers more opportunities for students to speak English. Ongoing English
language proficiency assessment like oral examination is required throughout the school
year to ensure each language speaker will master the skills and knowledge based on his
or her individual abilities (Gonzaga et al.,2018).
Oral examination is an assessment used in many schools and institution to measure
aspects of competence which are not tapped in written examinations. Oral examination
provides the speakers an incentive to explore topics and give them the chance to interact
one on one with examiners. Oral examination as an assessment tool enables the
instructors to test the students on all five cognitive domains of Bloom’s Taxonomy
(knowledge, comprehension, application, analysis, synthesis and evaluation),( Villaber et
al.,2018).
According to (Lasala,2013), in understanding actual linguistic performance, one
must consider more than just what utterances are possible according to the rules of any
given linguistic system or what utterances are feasible, because it is important to consider
the factors governing the appropriateness of an utterance and how the conditions that
define what is appropriate are linked to the factors governing the possible and feasible in
determining the actual speech performance. Communicative competence can refer to
what a speaker needs to know to communicate effectively (Cabalquinto, 1989). The whole
of the communicative event is considerably greater than the sum of its linguistic elements.
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Moreover, language is made up of a collection of units, all related to each other in very
particular ways, on different levels. These different levels are themselves related in various
ways to each other. The primary function of language is to express meanings and to
convey these to someone.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents research design, research instrument, research locale and
respondents, sampling technique, data gathering procedure and statistical treatment of
data.
RESEARCH DESIGN
The research design used in this study is Quantitative Research design which deals
with numeric and statistical data to measure the Oral communication skills of Grade 11
HUMSS students of Saint Theresa College of Inc.
RESEARCH INSTRUMENT
The Research Instrument that will be used in this research is/are Questionnaire
and interview.
RESEARCH LOCALE AND RESPONDENT
This research will be conducted at Saint Theresa College of Tandag Inc., located
at Corner Magsaysay and Quezon st., Dagocdoc, Tandag City, Surigao del Sur. The
respondents of this study are all Grade 11 students of HUMSS Strand.
SAMPLING TECHNIQUE
The sampling technique that will be used in this research is Universal Sampling
Technique, wherein a selection of sample where not all the people in the population have
the same probability of being included in the sample. Also, it involves a huge number of
respondents, specifically all enrollees in Grade 11 HUMSS strand at Saint Theresa

College of Inc.
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DATA GATHERING PROCEDURE
This quantitative data gathering procedure is used to measure the Oral

Communication Skills of Grade 11 HUMSS stand at St. Theresa College of Inc. through
conducting an interviews and provide questionnaires to the said respondents.
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QUESTIONNAIRE
Dear respondents,
Good day!
We are the Research 1 students of Saint Theresa College of Tandag Incorporated,

who are conducting a research study entitled “The Oral Communication Skills among
Grade 11 HUMSS of Saint Theresa College of Tandag City Incorporated”, for Academic
Year 2020-2021.
In this connection we would like to request you to please provide us with the
necessary data by answering the questionnaire. Any information you will provide will
contribute to the reliability and validity of our questionnaire. Rest assured that all the
information will be kept confidential.
Thank you for your cooperation.
Sincerely yours,
Research 1 Students:
Alicante, Ma. Danizza
Arniego, Jenieliza
Mejorada, Mila
Mellina, Kian
Revilleza, Jay Voltaire
Tecson, Jineth
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Short Reading Selection
Students are required to read a chosen piece “There will come soft rains by Sara
Teasdale, 1884-1933” in front of their peers. Reading to help the audiences
understanding of their reading.
Student’s performance will based on this criteria:
Students speaks clearly (proficiency in the sounding of vowel and 20%

consonant sounds)
Proper Word Stressing 20%
Proper Phrasing 20%
Timing/ Proper Juncture 20%
Proper Blending of Words 20%
100%
=
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There Will Come Soft Rains

Sara Teasdale - 1884-1933
There will come soft rains and the smell of the ground,
And swallows circling with their shimmering sound;
And frogs in the pools singing at night,

And wild plum trees in tremulous white,
Robins will wear their feathery fire

Whistling their whims on a low fence-wire;
And not one will know of the war, not one

Will care at last when it is done.
Not one would mind, neither bird nor tree

If mankind perished utterly;
And Spring herself, when she woke at dawn,

Would scarcely know that we were gone.
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Part I. Simple Interview Questions about One’s Self.
1. What is your name?

2. Who are your parents?
3. Where do you live?
4. When is your birthday?
5. What is your ambition in life?
6. What is your motto in life?
7. What is your hobby? What interest you to choose that hobby?
8. What is your favorite subject?
9. What is your favorite color?
10. How will you describe your life in two sentences?
11. Why do you choose STC for your senior high?
12. Why do you prefer HUMSS?
Part II. Factors Affecting Student’s Oral Communication Skills.
DIRECTION: Put check (√) on the column of your chosen answer.
5- Greatest effect
4- Greater extent effect
3- Less extent affect
2- Least extent affect
1- No affect at all
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A. Personal Factors 5 4 3 2 1
1. I always speak visayan at home.
1. I do not read reading materials in English.
2. I always watch Filipino movies.
3. I only listen to OPM music.
4. I do not participate conversation in English.
5. I prefer to speak tagalog in class discussion.
6. I always listen to local radio stations.
7. I like to watch Korean movies.
8. I don’t like to express my ideas and thoughts

using the English language.
9. I prefer to watch Filipino teleseryes.
10. Most of the time, I like to read Filipino comics.
B. Family Factors 5 4 3 2 1
1. My parents do not model speaking English

language.
2. We do not have reading materials in English at

home.
3. We do not have television and gadgets at home.
4. My immediate family members always speaks

visayan.
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5. My family usually watching tagalog movies.
6. My parents likes to listen radio in bisaya.
7. My family are comfortable in speaking bisaya
8. My family used visayan language in praying
9. My family lives in rural area and far from the city
10. My family raised me/us using visayan language.
C. Peer Factors 5 4 3 2 1
1. My friends always speaks visayan.
2. My friends like to watch Filipino movies.
3. My friends only listen to Original Pinoy Music

(OPM).
4. My friends likes to have a conversation in bisayan.
5. My friends don’t like to read reading materials in

English.
6. My parents likes to listen radio in bisaya.
7. My friends talk to me using visayan
8. My friends socialized others using visayan.
9. My friends are good speakers in visayan
10. My friends are using visayan through phone and

video calls.
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D. School Factors 5 4 3 2 1
1. Language used in campus in visayan.
2. Some of the lectures are in visayan.
3. Some teachers are not articulate in English.
4. School activities are more in written form than in

oral.
5. Class interaction is in visayan.
6. School reporting are usually in bisayan.
7. Some teachers only encouraged those students

who has a potential in speaking well in front of the
class.
8. Some teachers are not correcting student’s error

when they speak orally.
9. Schools are not imposing action towards anxiety

and fear in speaking English.
10. Some teachers are not using strategies towards

the speech difficulties of the students.
E. Environmental Factors 5 4 3 2 1
1. Community people are visayan speakers.
2. Community people laugh somebody when

speaking in English.
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3. Barangay activities are conveyed in visayan.
4. Notices or Pieces of information are in visayan.
5. Community establishments used visayan

instructions.
6. Other commercial products used visayan dialect in

promoting product
7. Church activities and mass used visayan dialect.
8. Baranggay assemblies and meetings mostly

relayed using visayan dialect.
9. Government or municipal authorities are not

conducting such activities like public speaking
competition at least once in a year.
10.Some community drill are only using visayan

dialect.
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Part III. Suggested Measures to improve the Oral Communication Skills of the
Grade 11 HUMSS.
DIRECTION: Put check (√) on the column of your chosen answer.
5- Most recommended
4- More recommended
3- Less recommended
2- Least recommended
1- Not recommended at all
5 4 3 2 1
1. Instruction must be in English.
2. Class interaction between teachers and students

must be in English
3. School gathering and programs must use English

language.
4. Join in a public speaking group in English.
5. Speech fest must be regularly held.
6. School library must sponsor oral reading contest.
7. English speaking must be strictly implemented.
8. Attend or watch videos of speeches delivered by

skilled presenters.
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9. Practice pitching an idea or delivering a

presentation to a trusted friend or mentor.
10. Read as much as you can
11. Try to speak or communicate in English at home.
12. Listen to English songs.
13. Watch English movies with good moral lesson.
14. Observe English speakers in different events.
15. Jot down English words that you are not familiar
with
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BIBLIOGRAPHY
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Cameron, L. (2001). Teaching language to young learners. United Kingdom:

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David Nunan. Designing Task For Communicative Classroom. (new York:

Cambridge University Press, 1989) p. 32
Erly Wahyuni. The Effectiveness of Cooperative Learning Technique in Increasing
the Students’ Comprehension of Literacy Texts.2006
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MEMBERS: ALICANTE, MA. DANIZZA REVILLEZA,
JAY VOLTAIRE ARNIEGO, JENIELIZA MAE
TECSON, JINETH MEJORADA, MILA
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Saint Theresa College of Tandag, Inc.

Tandag City, Surigao del Sur

BACKGROUND OF THE STUDY

Oral communication skills are fundamental to the development of literacy and

Suprasegmental, also called prosodic feature, in phonetics, a speech feature

Tandag City, Surigao del Sur

terminó means “he terminated.” In Mandarin Chinese, tone is a distinctive

Tandag City, Surigao del Sur

Communication is exchange of ideas between people either orally or in writing. In

Tandag City, Surigao del Sur

The development of oral communication 'Skills is a lifelong process. Basic listening

Tandag City, Surigao del Sur

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

Meanwhile, (Jones, 2006) stated, “Speaking is a form of communication. “We can

Tandag City, Surigao del Sur

acceptable and interpersonal skills. D. Transactional and interpersonal skills. E. Skills in

Tandag City, Surigao del Sur

Oral Communication is one of the communications that we have. However, Oral

Tandag City, Surigao del Sur

Figure 1: Schematic Diagram of the Study

Tandag City, Surigao del Sur

STATEMENT OF THE PROBLEM

It seeks to answer the following sub problems:

1. How proficient are the Grade 11 HUMSS students as to the following:

3.1 Personal Factor

Tandag City, Surigao del Sur

SIGNIFICANCE OF THE STUDY

This study is important to the following people:

Tandag City, Surigao del Sur

SCOPE AND LIMITATION OF THE STUDY

Tandag City, Surigao del Sur

Improve. Make or become better or to develop students Oral Communication Skills.

Juncture. Way of moving between two progressive syllables in discourse.

Oral Communication Skills. Implies communication through mouth. It simplifies good

Phrasing. Breaking or separating an articulation into breathe unit or group of thoughts.

Stressing. The degree of accentuation given a sound in syllable in a discourse or speech.

Vowel Sound. Deliver with moderately open vocal tract.

Tandag City, Surigao del Sur

Generally, communication can be defined as a process of exchanging information,

Tandag City, Surigao del Sur

Tandag City, Surigao del Sur

Tandag City, Surigao del Sur

Tandag City, Surigao del Sur

Tandag City, Surigao del Sur

Tandag City, Surigao del Sur

Communication skills point to improve abilities of students in language

Tandag City, Surigao del Sur

Tandag City, Surigao del Sur

RESEARCH LOCALE AND RESPONDENT

respondents, specifically all enrollees in Grade 11 HUMSS strand at Saint Theresa

Tandag City, Surigao del Sur

DATA GATHERING PROCEDURE

This quantitative data gathering procedure is used to measure the Oral

Tandag City, Surigao del Sur

We are the Research 1 students of Saint Theresa College of Tandag Incorporated,

Thank you for your cooperation.

Alicante, Ma. Danizza

Revilleza, Jay Voltaire

Tandag City, Surigao del Sur

Short Reading Selection

Student’s performance will based on this criteria:

Students speaks clearly (proficiency in the sounding of vowel and 20%

Proper Phrasing 20%