CHILDREN FIRST SCHOOL, INC.

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Title Page

Effects Oral Communication Skills to the academic

performance of the Senior High Students at Children First
School, Inc A.Y 2021-2022
_____________________________

A Quantitative Research
Presented to
the Faculty of High School Faculty
Children First School, Inc
Patul Road, Santiago City, Isabela 3311

____________________________

In partial fulfillment of the requirement for the Practical Research 2

_____________________________

By

Dirige, Samantha Isabelle

Pascua, Chloe Antoinette
Cabacungan, Andrei

February 2022
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Approval Sheet

02/04/22

ANTONIO C. GONZAGA
Academic Head
Children First School, Inc.

Dear Sir,
Greetings of Character, Faith, Service and Excellence! We, the Undersigned researchers of Grade-12
Stewardship, Would like to ask for your approval to allow us to Conduct this quantitative study titled
“Effects Oral Communication Skills to the academic performance of the Senior High Students at Children
First School, Inc A.Y 2021-2022” the objectives of this study are the following:

1. Determines the rate and effects of oral communication in the academic performances and personal
development of enrolled students
2. The subject Oral Communication may help students in improving their written and oral communication
and discourse skills
3. Training and preparing students to become effective communicators in the classroom or even in the
future in their careers will be helpful means of moulding them to fit the role of a 21st century educator

Sincerely,

CHLOE ANTOINETTE PASCUA SAMANTHA ISABELLE DIRIGE

Researcher Researcher

ANDREI CABACUNGAN
Researcher

Checked by: Noted by:

JOHN CLYDE M. RANCHEZ, LPT JULIUS FRANC HENRI N. SACRO, LPT

Research Teacher Department Head, Senior High
School

Approved by:

ANTONINO C. GONZAGA
Academic Head
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Abstract

Oral communication implies communication through mouth. It includes individuals

conversing with each other, be it direct conversation or telephonic conversation. Speeches,
presentations, discussions are all forms of oral communication.An adequate vocabulary and
mastery of syntax are needed to speak in another language. However, linguistic competence is
not sufficient for someone who wants to communicate competently in another language. The
speaker needs communicative competence which includes not only linguistic competence but
also a range of other sociolinguistic and conversational skills which help him/ her know how to
say what to whom and when. In the use of second language students need communicative
competence to participate in and learn from their classroom experience (McDonough and
Shaw, 2012; Derwing and Munro, 2005). The participants in this Research, were students of
Children First School, Inc. Results of the Quantitative portion of the study identified the
following questions asked, This study could serve as basis for language teachers to consider
speaking activities that could be best offered to students who are challenged with oral
communication apprehensions. Further, this could help students monitor their oral
communication apprehensions and find ways to address and overcome them.

Keywords: (1) Oral Communication (2) Students (3) Children First School Inc
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Acknowledgement

We are deeply indebted and sincerely grateful to Sir Clyde Ranches, our Research Teacher
for teaching and guiding us in this research and to Ma’am Joy Angelica Manango, our
Research Adviser, for her support, encouragement, guidance and direction in the development
and execution of this Research. We have many people for this accomplishments, I would like
to thank the members in this research for the effort and support they provided as we went
through this journey together. My sincere appreciation to the students of Children First School
Inc, For participating in this research. Above and beyond all we would like to thank our family
and friends for their unwavering encouragement, for keeping home and hearth to us and for
their absolute faith in us. They were always there and we know that for every step that we took,
they often took two.
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Dedication

The Researchers would like to dedicate this study to the almighty God, to their
Beloved Families and Friends, To their Alma Mater, Children First School Inc. To their
classmates and instructors and to the professor of this subject, Practical Research, Sir John
Clyde Ranchez. The researcher would also like to dedicate this research to the students who
participated, that they will be educated and will have self reflection in this study.
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Table of Contents

Title Page.............................................................................................................1
Approval Sheet....................................................................................................2
Abstract...............................................................................................................3
Acknowledgement...............................................................................................4
Dedication...........................................................................................................5
Table of Contents.............................................................................................6-7
List of Tables.......................................................................................................8
List of Figures.....................................................................................................9
Chapter 1.......THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction..................................................................................................10-14
Background of the Study.............................................................................14-15
Review od Related Literature and Studies...................................................15-18
Theoretical/Conceptual Framework.............................................................18-19
Research Paradigm.......................................................................................19-20
Statement of the Problem.............................................................................20-21
Hypothesis.........................................................................................................21
Scope and Limitation........................................................................................21
Significance of the Study.............................................................................21-22
Definition of Terms......................................................................................22-25
Chapter 2 METHODOLOGY......................................................................................26
Research Design................................................................................................26
Participants of the Study...................................................................................26
Research Environment/Locale..........................................................................27
Instrumentation..............................................................................................................27
Data Gathering Procedures..........................................................................27-28
Data Analysis....................................................................................................28
Ethical Considerations.................................................................................28-29
Chapter 3................................................................ RESULTS AND DISCUSSION30-47
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Chapter 4.........................SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS..............................................................................................48
Conclusions.......................................................................................................48
Recommendations.............................................................................................49
REFERENCES............................................................................................50-51
APPENDICES...................................................................................................52
CURRICULUM VITAE..............................................................................52-53
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List of Tables

Table 1 Sample Breakdown for Proportional Stratified Random Sampling.................6

Table 2 Probability of Missing a Population Subgroup in a Random Sample............11

Table 3 Rule of Thumb in Determining Sample Size...................................................11

Table 4 A Simple Guide in Reporting Simple and Commonly Used Statistical Tests. 12
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List of Figures

Figure 1 Sample Conceptual Framework 2

Chapter 3 RESULTS AND DISCUSSION...........................................................30

FIGURE 1. Question 1...........................................................................................30

FIGURE 2. Question 2...........................................................................................31

FIGURE 3. Question 3...........................................................................................32

FIGURE 4. Question 4...........................................................................................33

FIGURE 8. Question 8...........................................................................................42

FIGURE 9. Question 9............................................................................................43

FIGURE 11, Question 11.........................................................................................46

FIGURE 13. Question 13..........................................................................................48

FIGURE 14. Question 14..........................................................................................49

FIGURE 15. Question 15...........................................................................................50

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I. INTRODUCTION

Communicating through spoken words is known as oral communication. It's a type of

verbal communication in which you express yourself verbally, present ideas, and share
information. Conversations with friends, family, or coworkers, as well as presentations and
speeches, are examples of oral communication. From the beginning of modern civilization, many
people have been plagued with an array of often debilitating fears and anxieties about
communicating with others especially in a public performance context.  According to Sikiti
(1998:1), “Communication is a purposeful process of expressing, receiving and understanding
messages containing factual information, feelings, ideas and needs by two or more individuals
through common symbols”. When students can "talk the talk" in their social lives, they feel more
empowered. Students can also advocate for themselves when they use oral communication
effectively. They must be able to express when and how their academic requirements are not
being satisfied.

HUMSS (initials for "Humanities and Social Sciences") is a strand in Senior High School
Curriculum (SHSC) meant for those who aim to take up journalism, communication arts, liberal
arts, education, and other social sciences – related courses in college. This strand revolves around
improving the students' written and oral communication and discourse skills. It is in this strand
that these mentioned skills are honed in them to establish effective communication with people
whom they will be working with. As such, most of the subjects involved in this strand focus on
communication, language, and speech. Students who are taking up HUMSS are, thereby, expected
to be "great speakers," thus, their oral communication skills, especially in using the English
language, is essential to be developed. In practically every academic course, oral communication
is a required ability. In addition to helping students enhance their capacity to explain their ideas
through class discussion and formal presentations, effective oral communication is vital for
academic success.
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The K–12 Basic Education Curriculum Framework emphasizes the importance of pupils
honing their oral communication skills in preparation for the workplace, entrepreneurship, and/or
further education. Furthermore, communication is considered

To be one of the 21st century talents that a learner should possess. Recognizing this, the
education sector has made a dramatic adjustment, adding two years to the basic education
curriculum in the hopes of mastering the competencies required of a learner (RA 10533). If oral
communication teaching techniques do not fulfil legislative criteria, however, a different course of
action will be required to generate motivation for instructional reform. Oral communication
instruction may necessitate changes to the current curriculum. 

In the first place, self-efficacy influences performance through affecting the behaviors that
a person chooses to pursue. Those who believe they will succeed will engage in tasks, whereas
those who fear they will fail will shun tasks. The idea that they will succeed is what motivates
people with high self-efficacy to tackle a task in the first place. People with poor self-efficacy are
afraid of failing, therefore they never try anything new. In both academic and professional
settings, this has been proved. These kinds of information, taken collectively, can have an impact
on people's self-efficacy as they learn new skills. Especially important for students who must not
only comprehend course contents in an academic setting but also have the confidence to use their
knowledge in a professional situation. As a result, treatments that incorporate the four sources of
self-efficacy should be beneficial to students. Filipinos widely use English in their daily
communication and transactions. In schools, from primary education up to college, the English
language is being taught, and almost everywhere in the country, the English language can be
heard. Almost all types of people regardless of race and educational attainment, know the
language (Benasing, 2013). Simulations allow students to put theory into practice, develop critical
thinking abilities, and provide a pleasant break from the monotony of reading and preparing for
classes (Kanner, 2007). Many of these simulations also provide an element of realism to the
students' experience. Historically, such simulations have been seen in the medical field, where
students are expected to examine, diagnose, and/or treat mock-up patients who have the signs and
symptoms of an illness or injury. The pupils must now apply what they've studied to a scenario
that is reasonably realistic. Furthermore, there is evidence that simulation-based experiential
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learning increases long-term memory of course material (Bernstein & Meizlish, 2003; Brookfield,
1990). 

As a result, we believe that not only will oral communication self-efficacy be positively
associated with students' performance in their communication course, but that enhanced self-
efficacy will also have a good impact on overall academic achievement as well. There are both
theoretical and practical reasons to assume such a link between oral communication abilities
obtained in one subject and performance in other courses during the same semester. Yet while
units of oral communication may be taught in the high school English class, this instruction may
not be enough to adequately prepare today's youth in oral communication skills. Research has
shown that "typically, more classroom time is spent teaching students the communication skills
(reading and writing) they would use the least in their daily communications" Perhaps even more
than instruction in English class, a one semester course devoted solely to oral communication
skills is needed.People especially Teachers need to demonstrate basic communication
competencies to function well in society, whether it be to understand oral directions from a judge
to a jury, organize messages to explain a complaint to an elected official, understand a doctor's
directions for taking prescribed medication, express and defend feelings in a family discussion, or
explain appliance malfunction to a repair person. Furthermore, "people who speak well tend to be
more active in community Oral Communication 18 organizations and tend to be more politically
active" (Vangelisti & Daly, 1989, p. 141). Before learning to read and write, people begin their
communication by speaking and listening. These oral skills are the skills utilized to learn and
some would say that they come naturally to everyone and everyone can orally communicate well.
But study shows that few get training and those who are great in speaking and listening are also
competent in other areas.

The field of communication changes all segments of society and the importance of
communication studies is a necessary and an essential component. In the communication process,
a sender (encoder) encodes a message and sends it through a channel to a receiver (decoder) who
later processes the information,sends appropriate feedback through the channel once more and,
the process repeats itself (Adler, Rosenfeld & Proctor, 2010). Since communication is said to be
beneficial in all aspects and is used every day, the study of this research will contribute.
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According to Sikiti (1998:1), Students can learn the proper skills through effective
communication, and their ideas, concepts, and projects can be shaped through communicating
successfully. The ability of students to communicate verbally can help them improve their
presentation abilities, “Communication is a purposeful process of expressing, receiving and
understanding messages containing factual information, feelings, ideas and needs by two or more
individuals through common symbols” Oral Communication Skills is one of the general subject or
course at Children First School, The Oral Communication Skills course provides students with the
knowledge or ability to employ the necessary skills to communicate effectively. It is very
relevant, as are all other courses offered at higher institutions, and it has the extra benefit of
providing students with proper language skills to aid them in their studies.

Good communication empowers students to ask pertinent questions and debate doubts,
allowing them to get more out of the learning process. Effective verbal communication fosters the
socialization process by fostering new friendships, which enhance the learning process. And the
opposite side of oral communication skills is shyness; this caused a decline in academic and noun
participation of students in the training process.Shyness and isolation are relatively common
behaviors causing of individuals severely disturbing which if not treated will lead adolescents to
other problems such as lack of a sense of empowerment, low self-esteem and in ability of facing
with feelings and the separation of group activities Career advancement is aided by effective
communication. A student's ability to express himself clearly and precisely in an interview can
help him make a good impression and earn the job he deserves.Communication skills instil
professionalism in speaking styles, self-expression, and attitudes toward others, and these
characteristics will serve students well in their careers. 

An oral communicator should have intellectual curiosity. Reading is a means to the

development of good communication skills. A well-educated mind would be able to communicate
better as content is the soul of the communication process. They should also possess an attitude of
discussion and deliberation as this would improve intellectual capabilities and thereby contribute
to effective communication. Effective writing skills and good verbal communication skills go
hand-in-hand although they
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may appear antithetical to a newbie. A student with good writing skills would alone be in
a position to organise and present his thoughts in a structured manner; an exposure to the nitty-
gritty of essay writing would be immensely beneficial in that regard. Educators know that oral
communication skills should be taught in our schools. Despite the fact that effective oral
communication is critical for professional success in today's organizations, there is a disconnect
between what organizations want and what fresh graduates can give.

Students' perceived oral communication competence and apprehension level in other

courses where public speaking activities are required, if the hypothesis is true, will be positively
impacted by the oral communication course. Furthermore, the data will show that while high
school instructors may be interested in teaching oral communication skills, they are not doing
enough to integrate it into their classrooms.

Fear of oral communication may be a factor. Students' strong performance in the

classroom is considerably hampered.classroom and more crucially, their overall academics not
only in their English class, but also in other areas other major courses, such as mathematics and
science The use of the English language in science is critical for their education. Experts know
"what" to teach in oral communication instruction and "how" to teach oral communication skills.
What remains is implementing what most people in our culture know needs to be done.

II. Background of the Study

Commissions, committees, states, and professional organizations urge that oral

communications skills be taught in high school and most recommend a one semester course. In
this research, Effects Oral Communication Skills to the academic performance of the Senior High
Students at Children First School, Inc A.Y 2021-2022 is the main theme of the study. It
determines the rate and the necessity of oral communication to attain good job qualifications, how
it affects their academic performance and confidence in communicating with every person in an
institution. This descriptive research is a relevant topic to be argued with. In classroom research
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the concept an individual has of self has also played an important role. Self-esteem,
operationalized in various ways with diverse samples of subjects , has been consistently linked to
the achievement of oral communication skills(Brookover & Thomas, 2012). 

Many researches have been conducted through specific areas of speaking skill: strategies
for developing oral communication skill. There are some difficulties in the teaching process of
oral communication and at the end of this research we will give some recommendations to
achieve the goal to improve the strategies and to give more opportunities to students and increase
the level of learner. “The ability to speak fluently presupposes not only knowledge of language
features, but also the ability to process information and language ‘on the spot.” Jeremy Harmer
(The practice of English Language Teaching.p. 269)

“The ability to communicate effectively through speaking as well as in writing is highly valued,
and demanded, in academic performance" Herta A. Murphy, Herbert W. Hildebrandt, and Jane
Thomas wrote in their book ”Effective Oral Communications”

III. Review of Related Literature and Studies

This chapter deals with literature and studies that are related to the present study. The
review deals on the Effects Oral Communication Skills to the academic performance of the Senior
High Students at Children First School, Inc A.Y 2021-2022 its context, and the implications to
which previous researchers have successfully addressed the problem, noting, in particular, where
there are gaps that our study is trying to address. The purpose of this study is to determine the
effects of oral communication to the senior high students know about the structure of their
language; more importantly, they know how to use communication codes in real situations.
Unfortunately, as children mature, oral expression encompasses more than the family unit. 
        
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(Garton et al., 2011) In many classes, some students prefer to keep their ideas to
themselves when their oral participation may cause unpleasantness and embarrassment, while
others hesitate to participate in the discussion simply because they are afraid of being continually
corrected by the teacher for every slip they make. However, students‘ mistakes are to be
corrected, but when the student is attempting to encode his thoughts he should be interrupted as
little as possible. Instead, the teacher notes one or two errors of pronunciation or grammar which
would affect communication or is unacceptable to a native speaker, and brings these to the
attention of the whole class for a later practice. Developing oral communication proficiency in the
foreign language can be done only in a relaxed and friendly atmosphere where students feel at
ease with the teacher and with each other. The teacher must adopt a motivating attitude in such a
way that all students are involved in the learning process 

(Gass, 2013)Oral communication is a unique and learned rhetorical skill that requires
understanding what to say and how to say it. Speech in more formal environments does not come
naturally. What should be learned is how to critically think about how to present oneself as a
speaker in all occasions and also how to function in a variety of speaking environments (Palu,
2016; Akinola, 2016). Communication is symbolic because it involves not only words but also
symbols and gestures that accompany the spoken words because symbolic action is not limited to
verbal communication. Communication is an interactive process. The two communication agents
involved in the communication process are sender and receiver. Both the communication agents
exert a reciprocal influence on each other through inter stimulation and response. At its most basic
level, oral communication is the spoken interaction between two or more people. The interaction
is far more complex than it seems 

Communication in its very basic form is the transmission of messages between two  
parties or more. Communication is said to be a natural occurrence in the daily life of each
individual. Adler et al. (2010), As said by  we communicate even without any   intentions since a
simple blush is   considered a form of non-verbal communication.  Communication  skills  are 
the  ability  to  use  language
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(repressively)  and  express  information  (expressively), and these skills include lip
reading, finger spelling, sign language, and interpersonal relations. Evans (2015) stated that oral
communication skills are meaningful to the development of literacy and essential for thinking and
learning. It is the glue that puts all the components of a language together. Through talk, students
do not only communicate information but also explore and come to understand ideas and
concepts, identify and solve problems, organise their experience and knowledge, and express and
clarify their thoughts, feelings, and opinion

The study of Morreale & Pearson (2008) provides a rationale for the claim that
communication instruction is crucial to students' future personal and professional success. Their
research proved the centrality of communication skills in developing the whole person – making
him/her a responsible social and cultural participant in the world, successful regarding career and
business, efficient organisational processes and organisational life. (Palu, 2016; Olatunji, 2012)
Oral communication is a dynamic interactive process that involves the effective transmission of
facts, ideas, thoughts, feelings and values. It is not passive and does not just happen. Speakers are
actively and consciously engage in communication in order to develop information and
understanding required for effective group functioning. 
 
(Lane, 2000) An actual communication skill, on the other hand, is seen through the eyes of
others according to  their  ratings  and  comparisons.  Actual  communication  competence  is 
measured  by  how  well  and  to  what  degree  the goals of interactions are achieved.(Barrass,
2006)  Also, in attempting to use the English language to express their own thoughts, students
find themselves struggling to find appropriate words where their choice of expression is severely
limited. When students are learning English language, they are unable to express their thoughts in
orally mature vocabulary. Thus, finding themselves now limited to expressing themselves in
childishly simple language, they feel frustrated and uncomfortable. The teacher‘s awareness of
this psychological factor and consciousness of the contribution in the process of teaching is
important. He must be aware of the fact that, although they are limited in their powers of
expression, they are not really the immature persons this deficiency might make them appear to
be 
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(Willbrand & Riecke, 1983).Philosophers believed speech to be nothing more than

performance and stylized sounds and movements without sense, substance, or ethical constraints.
Scholars looked to great literature; everyday communication of the populace was looked upon as
beneath the scholars' attention. Oral communication was thought to develop on its 13 E T
Reproduced with permission of the copyright owner. Further Reproduction prohibited without
permission . 14 As children learned to speak, it was assumed that the child's language skills would
develop on their own and flourish. This idea was reinforced by speech teachers interested in
elocutionary speech 

(Al-Hebaish, 2012; Al Hosni, 2014) The use of English as a second language or foreign
language (EFL) in oral communication is, without a doubt, one of the most common but highly
complex activities necessary to be considered when teaching the English language because we
live in a time where the ability to speak English fluently has become a must, especially those who
want to advance in certain fields of human endeavour. (Tortor, 2006) The nature of the
Communication Skills course appears quite unique from other subjects. Communication Skills is
the foundation of language learning from which effective speaking, writing and reading emerge
and it is the bedrock of human language learning 

(Levin and Nolan, 2013), Furthermore, researchers found that 25% of 15-year-old students
have a low sense of belonging at school and 20% have low levels of participation. Disengagement
in school has also long been cited as a critical precursor in the decision to drop out while high
levels of engagement have consistently been linked to academic success 

Gogovi, Gborsong, Yankah and Essel (2006), The Communication Skills course includes
a range of skills. It includes both oral and written skills. The written skills are note taking,
outlining, subject-verb agreement (concord), spelling, effective paragraph and essay writing and
so on.  Acquah and Nyantuameh (2006) The oral skills on the other hand include listening skills,
reading skills-skimming, scanning and close reading though these are not the only topics in the
Communication Skills course. Due to the lapses in student’s performance and competence in the
use and knowledge of English language, some writers in communication skills like
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IV. Theoretical / Conceptual Framework

When it comes to obtaining and exchanging information, oral methods of communication

are quick and effective. Its immediacy facilitates the comprehension of pertinent information and
the transmission of information between two or more persons (Adler et. al, 2010). 

Academic performance is often defined as a student’s total academic proficiency. The

framework of how this progress is monitored changes depending on the educational stages
provided: pre-school, primary, secondary, college/university. According to Brockman and Russell
(2012), students in the 21st century who want to excel academically should focus not only on
reading, writing, and arithmetic, but also on learning how to balance social skills with academic,
be intrinsically motivated, goal-oriented, or best described as socially communicatively proficient
in all aspects. 

These elements can take numerous forms, one of which being the method of calculating grades or
marks. 
Figure 1
Sample Conceptual Framework

Figure 1. Research Paradigm

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V. Research Paradigm
As observed in the Paradigm, The variable of the study are presented in the figure above
where as the Effects of Oral communication to the Senior high students embodied by
Communication Skills, Ideas, Concepts and Dialogues enacts as the Dependent variables to
determine variable of the study. Academic performance of the Junior and Senior High Students as
the Independent variable. Assuming that the variables are constant in the conduct of the study, it
will be possible to determine the relationship of both variables. The gathered information would
be contributed to the students through information dissemination, Presentation and Advocacy
campaigns in the future.

VI. Statement of the Problem

This research is a fundamental study that aims to gain an insight into the correlations
between students’ oral communication and their overall academic performance. This may include
the academic background of the students admitted to the knowledge of lecturers in the
communication skills course, qualification of communication lecturers, attitudes of the students,
learning environment, and the teaching methods adopted. However, the exact causes of the poor
performance of students in the Oral Communication skills subject and how to improve on it have
been established through research. 

It is against this background that the researcher seeks to do Descriptive research into the
teaching of communication skills at Children First School, Inc to assess the factors that influence
or affect students’ performance and what can be done to improve on the teaching and learning of
the course, Those with lower perceived competence and more apprehension about public speaking
"do not engage in Oral Communication 9 many of the important learning activities available in
the class" (Chesebro, et al., 1992)
Specifically, the study will endeavour to answer the following;

1. What is the Profile of the respondents in terms of:

1.1 Grade Level & Strand:
1.2 Sex:
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2. In what ways does Oral Communication affect academic performance of the students  in terms
of:
2.1 Ideas
2.2 Concepts 
2.3 Struggles
2.4 Communication Skills

3.How does the teaching techniques of the teacher uses with the aim of developing the students’
ability of oral communication in terms of:
3.1 Reading
3.2 Video presentations
3.3 Dialogues 

VII. Hypothesis

H1: There Is no significant difference in the Effects of Oral Communication skills of the students
of Children First School practices when grouped according to profile variables
H2:Increased oral communication skills lead to increased academic performance is not without
support. This study, however, used retroactive  self-report measures of course grades. The
relationship between self-efficacy and the transfer of skills from one setting to another needs to be
replicated with objective measures. 

VIII. Scope and Limitation

The Students have chosen Effects Oral Communication Skills to the academic
performance of the Senior High Students at Children First School, Inc A.Y 2021-2022 ,
respondents of this study are the Junior and Senior High students at Children First School, Inc.
A.Y. 2021-2022. 
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This Research provides  fundamental study to gain an insight into the correlations between
students’ oral communication and their overall academic performance. This study was conducted
in December 2021.

IX. Significance of the Study

This research study on Effects Oral Communication Skills to the academic performance of
the Senior High Students at Children First School, Inc A.Y 2021-2022 is very substantial. It
determines the rate and effects of oral communication in the academic performances and personal
development of enrolled students. Most students are neglecting the subject or course Oral
communication and as the result of that, they are having problems on communicating,
pronunciation, limited vocabulary, lack of exposure to the target language. 

As said from our introduction, That for those who are aiming to take up journalism,
communication arts, liberal arts, education, and other jobs– related courses in college. The subject
Oral Communication may help students in improving their written and oral communication and
discourse skills. As such, most of the subjects involve communication, language, and speech.
Students who are aiming to study journalism, communication arts, liberal arts, education, and etc.
are, thereby, expected to be "great speakers," thus, their oral communication skills, especially in
using the English language, is essential to be developed. 

Training and preparing students to become effective communicators in the classroom or

even in the future in their careers will be helpful means of moulding them to fit the role of a 21st
century educator. However, they are faced with oral communication apprehensions and anxieties,
as well as challenges in using the English language, which must be identified and addressed in
order to improve academic performance as well as to take full advantage of communication
experiences.

Foremost, this study is beneficial to the students. When they are able to assess themselves
and  identify their level of oral communication apprehensions,
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 they are able to reflect and look for remedies and interventions to solve such critical concerns, as
well as to  seek guidance from their mentors. With this, they can improve their Oral
Communication skills especially in English in their class and in their engagement to different
communication situations. 

X. Definition of Terms

Academic Performance
meeting goals, achievements and objectives set in the program or course that a
student attends.
https://files.eric.ed.gov/fulltext/EJ1135350.pdf

Classroom Activities 
activities done by student inside the class as part of applying or doing the practical
part of
Bchmsg.yolasite.com

Concepts
an idea or a principle that is connected with something abstract
https://www.oxfordlearnersdictionaries.com/us/definition/english/concept?q

Communication (noun)

a purposeful process of expressing, receiving and understanding messages containing

factual information, feelings, ideas and needs by two or more individuals through common
symbols. 

https://www.coursehero.com

Communication Skills 
abilities you use when giving and receiving different kinds of information
https://in.indeed.com/career-advice/resumes-cover-letters/communication-skills
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Creativity  (noun)

Creativity is usually described as having a number of different dimensions: 

(a) the ability to solve problems in original and valuable ways that are relevant to
goals; (b) seeing new meanings and relationships in things and making connections; (c)
having original and imaginative thoughts and ideas about something; (d) using the
imagination and past experience to create new learning possibilities.

Non-Verbal Skills
the transfer of information through the use of body language including eye
contact, facial expressions, gestures and more
https://www.indeed.com/careeradvice/careerdevelopment/nonverbal-
communication-skills
 
Oral communication 

noun (language) communication by word of mouth

https://www.vocabulary.com/dictionary/oral%20communication

Proficiency (noun) 
-refers to the level of advancement in a particular profession, skillset, or
knowledge           
  -refers to the amount of clarity a student has about different concepts 
within his/her syllabus.
https://www.teachmint.com/glossary/p/proficiency/

Self-efficacy (noun)
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A concept originally proposed by the psychologist Albert Bandura, refers to an
individual's belief in their capacity to execute behaviors necessary to produce specific
performance attainments

https://en.wikipedia.org  

Skills
the ability to do something well; expertise.
https://www.google.com/search?
q=skills+meaning&oq=skills+meaning&aqs=chrome..69i57j0i20i263i512j0i512l8.659
7j1j9&sourceid=chrome&ie=UTF-8

Struggles
to try very hard to do something when it is difficult or when there are a lot of
problems
https://www.oxfordlearnersdictionaries.com/us/definition/english/struggle_1?
q=Struggles

School Activities
means any activity sponsored by the school including, but not limited to,
classroom work, library activities, physical education classes, official assemblies and
other similar gatherings, school athletic contests, band concerts, school plays and other
theatrical productions, and in-school
https://www.lawinsider.com/dictionary/school-activities

Speaking Environment 
It encompasses everything related to the physical environment, classroom setting,
social system, values, norms, and people around learners, such as classmates or teachers,
who are constantly in contact with them during the language learning process
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  http://repo.iain-tulungagung.ac.id/2603/2/Chap%201.pdf.

Verbal Skills
demonstrated skill to comprehend and communicate effectively with words.
https://dictionary.apa.org/verbal-ability
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METHODOLOGY

In this chapter, the methods that were used to conduct the study were shown. The Research
design, respondents, research locale, instruments used, the data gathering procedure, and data
analysis. To which, these methods would identify Effects Oral Communication Skills to the
academic performance of the Senior High Students at Children First School, Inc A.Y 2021-
2022

I. Research Design

This type of research, things such as regression and control groups, is an important
method for gaining insight through discovering meaning by improving our comprehension of the
whole. In essence, qualitative research allows the researcher to explore the richness, depth, and
complexity of PLC theory (Neill, 2009, p. 1)

The study involves the compilation of data obtained from the students studying at
Children First School, Inc A.Y 2021-2022, 14 questions was prepared for each respective study
group students. The questions for students was an absolute total of Fourteen (14) Questions.
Wthin the quantitative method, the research design was used to distinguished better comparison
between the respondents’ profile, namely Grade Level and Strand.  A Survey research
design,which is research is a quantitative method to collect information from a pool of
respondents by asking multiple survey questions.

II. Participants of the Study

The participants in this research study are the students from Senior High studying at
Children First School, Inc A.Y 2021-2022, because they are the focus of this study. 30
respondents were chooses in this study. They are  assessed and have identified their own level of
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oral communication skills. These students are usually participating actively in the different
programs, events or even educational competitions involving oral communication skills in the
said school or any regional or

national competitions. The sampling method that will be used is Stratified sampling
method , it is a method of sampling that involves the division of a population into smaller sub-
groups known as strata.

III. Research Environment/Locale

This Study will be conducted at Children First School, Inc which is located at Patul Road,
Rosario, Santiago City, Philippines 3311. Furthermore, this institution is one of the city's private
schools, offering K to 12 curriculums that allow every learner to enrol from pre-school through
grade school, junior high school, and senior high school. Children First School continues to
provide the quality education that every student deserves despiste of the COVID-19 Pandemic.

The institution adapted remote learning that helps the students to continue their learning
for this school year,the researchers will be able to obtain a wide range of relevant information,
ideas, and opinions from real-life experiences and to know how the Oral Communication Skills
affect the Academic performance of the students

IV. Instrumentation

Questionnaires are the instrument used to collect data on the respondents.

Questionnaires are any text-based instrument that asks survey participants to reply to a series

of questions or assertions by marking a page, writing a number, or checking a box on paper or

online, or by expressing a response (Young, 2015). Multiple Choice questions are basic survey

questions that respondents can answer with a variety of choices. The questionnaire tackles the
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Effects Oral Communication Skills to the academic performance of the Senior High Students at

Children First School, Inc A.Y 2021-2022 . In the survey questionnaire, the students must fill

in their, Grade Level and Strand and sex when answering. 

V. Data Gathering Procedures

We, the researchers, had allocated sufficient time, effort, and cooperation to the
questionnaire’s development in order to fulfil the questionnaire’s intended respondents. The
survey was carried out with the use of appropriate questions adapted from relevant studies and
unique questions devised by the researchers.  Questions are asked to 30 proposed students of
Children First School after our adviser has cleared the questions to be asked. The participant had
also set aside time to respond to the question we had posed. 

           The data from this study was tallied and processed for interpretation based on the
frequency of the respondents’ responses to the questions. The researchers arrived to a conclusion
and recommendation for this study based on the facts. 

VI. Data Analysis

As an action researcher, we can achieve our goal of researching a specific issue by

analyzing the data we’ve gathered. The design of quantitative research strategy to analyzing,
interpreting, and presenting data obtained from an online questionnaire is summarized in this
presentation. Utilizing evidence from similar quantitative approaches in the research literature, the
argument for using descriptive statistical techniques to quantitative data analysis is discussed. 

The information gathered through study to collect informations about different

communication tactics and participant involvement in oral communication in English foreign
language has resulted in the following data analysis. A conclusion synthesizes the many
methodologies used in effective quantitative data analysis planning and shows how careful
planning can lead to more dependable research results and outcomes. 
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VII. Ethical Considerations

For a variety of reasons, research ethics is essential. It promote the goals of research, such
as knowledge expansion. In order to collaborate, they embrace the values of mutual respect and
fairness. Because scientific research relies on

collaboration between researchers and groups, this is critical. Assuming that

communicated information is always presented (and received by the listener) according to one's
subjective perception, even if only in the most minimal way, ethical communication's goal is to
communicate with others in the most objective way possible and to ensure that every recipient
receives the same message, ethical communication's goal is to be as objective as possible.

Truthfulness & honesty is the most core principle of ethical communication. This means
that speaking 99 percent of the truth in a matter – while leaving out one percent of the facts – is
not ethical communication, as omitting any detail (intentionally) changes the way that a listener
will perceive an event.To be really ethical when communicating with another person, you must
evaluate any potential factors that may influence how the recipient perceives or receives the
information you're sharing. If there are any known barriers, ethical communication principles
require the speaker/communicator to use all available resources to alleviate or attenuate the
blockages and guarantee that the information recipients fully comprehend what is being
communicated. 

Use of Language, It goes without saying that ethical communication requires speakers to
use language that listeners can understand. To a non-English-speaking Chinese audience, it would
make little sense to give a business presentation in English. Continuing with this example, it
would be immoral to communicate the information largely in Chinese, with a segment in English,
and only giving sections of the material to the audience. Fluency in Language, Listeners' level of
fluency as well as the language spoken by listeners are taken into mind when ethical
communication is used so that recipients of the communication (whether spoken or written) can
completely comprehend what is being said. Fluency in Language, Listeners' level of fluency as
well as the language spoken by listeners are taken into mind when ethical communication is used
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so that recipients of the communication (whether spoken or written) can completely comprehend
what is being said.
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RESULTS AND DISCUSSION

To gather general information, we collect data throughout: a survey. That it was applied to the
population involved of Thirty Senior High Students,The researchers explained instruction as
how to complete the questionnaire. To obtain the reliability of the data, this group of
participants was informed that there was no right or wrong answer, and thus the questionnaire
was only created for research purposes. The data obtained from the questionnaires were
statistically analyzed to establish frequency distribution in the form of descriptive statistics and
Standard Deviation with Mean. The following data analysis is the result of the information
gathering through research to collect the information about the Effects Oral Communication
Skills to the academic performance of the Senior High Students at Children First School, Inc
A.Y 2021-2022

1. GRADE LEVEL
Table 1: Shows the Number of Respondents as to Grade Level. Frequency and Percentage
was used to obtain the Grade level data of the Respondents.

TABLE 1: Frequency of the Grade Level of the Senior High Students

GRADE LEVEL FREQUENCY PERCENTAGE

GRADE 11 7 23.3%

GRADE 12 23 76.7%
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Figure 1. Pie Graph for question 1

Table 1. The figure shows that majority of the respondents belong to the 12th Grade (23 or
76.7%)  while 7 or 23.3% respondents are from the 11th Grade.

2. STRAND

Table2. The table shows the Frequency as the Strand of the respondents. Frequency and
percentage was used to obtain the Strand data of the respondents.

TABLE 2: FREQUENCY AND PERCENTAGE OF THE STRAND OF THE SENIOR HIGH

STUDENTS

STRAND FREQUENCY PERCENTAGE

 
HUMSS 4 13.3%
 
STEM 15 50%
 
  11 36.7%
ABM
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Figure 2. Pie Graph for question 2

Table 2. The figure shows that majority of the respondents belong to the strand of Science,
Technology, Engineering and Mathematics (STEM) with the respondents of 15 or 50%. To
followed by Accountancy, Business, Management (ABM) with the respondents of 11 or 36.7%
while Humanities and Social Sciences (HUMSS) 4 or 13.3%.

3. SEX
Table 3. The table shows the Sexuality/ Gender and the Frequency of the Respondents.
Frequency and Percentage was used to obtain the Sexuality data of the respondents.

TABLE 3: SEXUALITY/ GENDER OF THE RESPONDENTS AND FREQUENCY

SEX FREQUENCY PERCENTAGE

FEMALE 17 56.7%

MALE 12 40%

PREFER NOT TO SAY 1 3.3%

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Figure 3. Pie Graph for question 3

Table 3. The data shows that 17 or 56.7% of the respondents are Female while 12 or 40% of the
respondents are boys and 1 or 3.3% respondent Prefered not to say his/her sexuality. 

4.What of Oral communication skills is the most difficult to learn/practice?

Table 4. The table shows the Result of What of oral communications skills is the most difficult to
learn/practice for the students. Frequency and percentage was used to obtain the Most difficult to
learn/practice of oral communication data. 

TABLE 4: FREQUENCY AND PERCENTAGE RESPONSES ON THE most difficult to

learn/practice? In oral Communication skills
What of Oral communication skills is the most difficult to    
learn/practice?    
  FREQUENCY PERCENTAGE

Asking for clarifications 1 3.3%

 
Speaking Directly and Concisely 14 46.7%
 

Recognizing and Responding to Non-Verbal Cues 6 20%

 
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Active Listening 5 16.7%
 
Using Humor to engage Audiences 4 13.3%
 

Figure 4. Pie Graph for question 4

Table 4. The table and graph shows that 1 or 3.3% finds Asking for Clarification is the most
difficult to learn/ practice in Oral communication skills, 14 or 46.7% for those who find Speaking
Directly and Concisely difficulty to learn/practice, 6 or 20% for Recognizing and Responding to
None Verbal cues, 5 or 16.7% for active listening while 4 or 13.3% in Using humor to engage
audiences.

5.How often do you practice the ability of oral communication in the English Language in
the Classroom?

TABLE 5: Frequency Responses and the Percentage of the Respondents on

How often do they practice the ability of Oral Communication in their classroom

How often do you

practice the ability of oral
communication in the FREQUENCY PERCENTAGE
English Language in the
Classroom?
Always 4 13.3%
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Almost Always 9 30%

Almost never 16 53.3%

Never 1 3.3%

For the mean::

Almost Almost Never

Always Always Never

How 4x4=16 9x3=27 16x2=32 1x1=1 16+27+32+1

often do you 30
practice the
ability of oral =2.5
communicati
on in the
English
Language in
the
Classroom?

For the Standard Deviation:

Always Almost Almost Never Never
Always

How often do 4x16=64 9x9=81 16x4=64 1x1=1 64+81+64+1

you practice 30
the ability of
oral =7
communicati
on in the
English
Language in
the
Classroom?

Table 5. The table shows that 4 or 13.3% Always practice the ability of Oral communication in their
Classroom and 9 or 3% of the respondents answered Almost always also considered as habitual while 16
or 53.3% Answered Almost Never or they barely practice their ability in oral communication in their
classrooms and lastly 1 or 3.3% chose that they Never practice their abilities in their classroom.
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6. How do you consider the teaching techniques the teacher uses with the aim of developing
your ability of Oral Communication?

Table 6: Frequency Responses and Percentage of the Respondents on how

often they consider the techniques that the teacher uses with the aim of developing
their ability of Oral Communication?

How often do you consider Frequency Percentage

the techniques that your
teacher uses with the aim
of developing your ability
of oral Communication?

Excellent 4 13.3%

Very Good 12 40%

Good 14 46.7%

Deficient 0 0

For the mean:

Excellent Very Good Good Deficient

How often do 4x4=16 12x3=36 14x2=28 0x1=0 16+36+28+0

you consider the
techniques that 30
your teacher =2.6
uses with the
aim of
developing your
ability of oral
Communication?

For the standard deviation:

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Excellent Very Good Good Deficient

How often do 4x16=64 12x9=108 14x4=56 0x1=0 64+108+56+0

you consider the
techniques that 30
your teacher =7.6
uses with the
aim of
developing your
ability of oral
Communication?

Table 6. The table shows that, The 4 or 13.3% student-respondents agreed that their oral communication
teacher helps them develop their ability in oral communication while 12 or 40% considered that it is or the
Teacher Very Good in helping them to develop their ability or oral communication, and 14 or 46.7
Student-respondents considered that the Technique of the teacher is only Good or moderate on how it
helps them in developing their Ability in Oral Communication, and no one answered deficient, which
means that the techniques of the teachers in helping their students to develop their ability in oral
communication is however effective on the students.

7. How do you consider the teaching materials by the teacher in teaching or helping you
improve your skills in oral communication?

Table 7: Frequency Responses and Percentage of the Respondents on how do

they consider the teaching materials by the teacher

How do you
consider the teaching Frequency Percentage
materials by the teacher in
teaching or helping you
improve your skills in oral
communication?
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Excellent 5 16.7%

Very Good 12 40%

Good 13 43.3%

Deficient 0 0

For the mean:

Excellent Very Good Good Deficient

How do 5x4=20 12x3=36 13x2=26 0x1=0 20+36+26+0

you consider the 30
teaching
materials by the =2.7
teacher in
teaching or
helping you
improve your
skills in oral
communication?

For the Standard Deviation:

Excellent Very Good Good Deficient

How do 5x16=80 12x9=108 13x4=52 0x1=0 80+108+52+0

you consider the 30
teaching
materials by the =8
teacher in
teaching or
helping you
improve your
skills in oral
communication?
Table 7. The Table shows that 5 or 16.7% student-respondents considered that the Teaching materials by
the teacher helps them improve their skills in Oral Communication, meanwhile 12 or 40% student-
respondents find the Teaching materials of their teacher Very Good in helping them to improve their
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Skills in Oral Communication and 13 or 43.3% of the student-respondents finds the Teaching materials of
their teacher Good in Helping them improve their skills in Oral Communication, furthermore no one chose
Deficient for the Teaching materials of their Teacher.

8. At the time of practicing the ability of Oral communication which methods are
practiced?

Table 8: Frequency Responses and Percentage in Which methods are practiced

in the time of Practicing the ability of oral communication

At the time of
practicing the ability of
Oral communication
which methods are Frequency Percentage
practiced?

Group Dynamic 1 3.3%

Reading 9 30%

Dialogue 1 3.3%

Video 5 16.7%

All of the Above 14 46.7%

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Figure 8. Pie Graph for question 8

Table 8. The Table shows that 1 or 3.3% of the student-respondents that Group Dynamic is the method
that is being practiced whenever they are practicing their ability in Oral Communication, also 9 or 30% of
the student respondents chose that Reading is the method that is being practiced whenever they are
practicing their ability in Oral communication, 1 or 3.3% student-respondent chose Dialogue as the method
whenever they are practicing their Ability in Oral Communication, 5 or 16.7% student-respondents chose
Video as the method that they use whenever they are practicing their ability in Oral Communication,
nonetheless 14 or 46.7% of the Student-respondents considered All of the above as their method whenever
they are practicing their ability in Oral Communication.

9.Which instrument makes it easier for better understanding the message through Oral
Communication?

Table 9: Frequency of the Respondents and Percentage on which Instruments

makes it easier for better understanding?

Which instrument makes it Frequency Percentage

easier for better
understanding the message
through Oral
Communication?

Auditive 2 6.7%

Audio Visual 16 53.3%

Visual Audio 12 40%

Subtitled
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Figure 9. Pie Graph for question 9

Table 9. The table shows that 2 or 6.7% of the student-respondents Finds Auditive in Understanding the
message through oral Communication, meanwhile 16 or 53.3% of the student-respondents find Audio
Visual more Understanding in terms of understanding the message of Oral Communication, nonetheless 12
or 40% of the student-respondents finds Visual Audio Subtitled easier in Understanding the message of
Oral Communication.

10. Does the teacher encourage the students to overcome their learning difficulties and
give feedback during the practices of Oral communication?
 
 
Table 10: Frequency of the Respondents and Percentage if the teacher
encourage the students to over come their learning difficulties

     
Does the teacher Frequency Percentage
encourage the students to
overcome their learning
difficulties and give
feedback during the
practices of Oral
communication?

     
Always 9 30%

     
Almost Always 14 46.7%
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Always Never 7 23.3%

     
Never 0 0

For the mean:

Almost Always Almost Never

Always Never

Does 9x4=36 14x3=42 7x2=14 0x1=0 36+42+14+0

the teacher 3
encourage the 0
students to
overcome their =78.4
learning
difficulties and
give feedback
during the
practices of
Oral
communication?

For the Standard Deviation:

Almost Almost
Always Always Never Never

Does the 9x16=144 14x9=126 7x4=28 0x1=0 144+126+28+0

teacher 30
encourage the
students to =9.9
overcome their
learning
difficulties and
give feedback
during the
practices of Oral
communication?

Table 10. The table shows that 9 or 30% of the student-respondents chose that the teacher Always
encourage then to overcome their learning difficulties and 14 or 46.7% of the student-respondents chose
Almost always that their teacher encourage them to overcome their learning difficulties and gives feedback
during their practices of Oral Communication, furthermore 7 or 23.3% of the student-respondents
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answered that their teacher Almost never encourage them to overcome their learning difficulties and give
feed backs.

11. Does your skills in Oral Communication improved after some practices and
Discussions with your Oral Com. Teacher?
Table 11. Frequency of the Respondents and Percentage if their skills on
Oral Communication Improved after some practices and discussion

Does your skills in

Oral Communication
improved after some FREQUENCY PERCENTAGE
practices and Discussions
with your Oral Com.
Teacher?
YES 26 86.7%

NO 4 13.3%
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Figure 11. Pie Graph for question 11

Table 11. The table shows that 26 or 86.7% agreed that their Oral communication skills improved after
with practices and discussion with their Oral communication teacher while 4 or 13.3% answered no or
didn’t agree that their Oral Communication skills improved after some practices and discussions with their
Oral Communication.

12.Do you get nervous when you're asked to speak in front of your classmates?

Table 12. Frequency of the Respondents and Percentage if the

Respondents get nervous when they’re asked to speak in front

Do you get
nervous when you're FREQUENCY PERCENTAGE
asked to speak in front of
your classmates?
Always 11 36.7%

Almost Always 16 53.3%

Never 2 6.7%

Almost never 1 3.3%

For the mean

Almost Almost Never

Always Always Never
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Do you 11x4=44 16x3=48 2x2=4 1x1=1 44+48+4+1
get nervous
when you're 30
asked to speak
in front of your =3.2
classmates?

For the Standard Deviation:

Almost Almos
Always Always t Never Never

Do you 11x16=176 16x9=144 2x4=8 1x1=1 176+144+8+1

get nervous 30
when you're
asked to speak =11.2
in front of your
classmates?

Table 12. The Table shows that 11 or 36.7% student respondents Always get nervous whenever they are
asked to speak in front of their classmates while 16 or 53.3% student-respondents Almost Always get
nervous whenever they are asked to speak in front of their classmates, 2 or 6.7% student-respondents
Never get nervous whenever they are asked to speak in front of their classmates and 1 or 3.3% Almost
never get nervous whenever they are asked to speak in front of their classmates

13. Do you think Oral Communication skills will help you in your future career?
Table 13. Frequency of the Respondents and Percentage if they Think Oral
Communication skills will help them in the Future
Do you think Oral
Communication skills will FREQUENCY PERCENTAGE
help you in your future
career?
Yes 29 96.7%

No 1 3.3%
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Figure 13. Pie Graph for question 13

Table 13. Table 13 shows that 29 or 96.7% of the student-respondents agreed that oral communication
skills will help them in their future career and 1 or 3.3% of the student-respondent didn’t agree that oral
communication skills will not help them in their future career

14. What of the following factors affect you to participate in Oral communications of the
English/Tagalog Language
Table 13. Frequency of the Respondents and Percentage in what affects the
respondents to participate in Oral Communication

What of the following

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factors affect you to
participate in Oral FREQUENCY PERCENTAGE
communications of the
English/Tagalog
Language

Fear of making mistakes 23 76.7%

Because the group is too 7 23.3%

large

Figure 14. Pie Graph for question 14

Table14. Table 14 shows that 23 or 76.7% of the student-respondents has the Fear of making
mistakes whenever they are participating any Oral Communication activities and 7 or 23.3%
student-respondents reason is Because the group is too large that’s why they cant join or they are
shy to join any oral communication activities.

15. In order to achieve my dreams i must have a good communication skills

Table 15. Frequency of the Respondents and Frequency to on i must have
a good communication skills in order to achieve my dreams
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In order to achieve
my dreams i must have a FREQUENCY PERCENTAGE
good communication skills
Yes 26 86.7%

No 0 0%

Not really 4 13.3%

Figure 15. Pie Graph for question 15

Table 15. Table 15 shows that 26 or 86.7% of the Student respondents agreed that In order to achieve their
dreams is they must have a good communication skills, and 4 or 13.3% student-respondents answered Not
really or not necessarily thinks that Good communication skills can help it to have a good communication
skills.

Summary of Findings

I. Conclusions

According to the information acquired during this research, the different

communication strategies that students use in the classroom to improve their oral skills and the
didactic material that the uses to enhance the oral communication.
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1.Students' methods to enhance their oral capabilities in the classroom.

The most used teaching strategies in Oral Communication are Reading, students are tasked
to read a book or tell a story in the class. Another strategies that the teacher used for the students
is Group dynamic, it is a good strategy to improve the Oral Communication skills of the students
in the classroom because they would've be given a chance to interact or study the task that the
teacher gave, Another Strategy is Dialogue because they listen to the model dialogue, students
complete a task in order to follow the practice of pronunciation and create a debate about this
activity and lastly Video, The teacher will play a video for the class to watch, Overall the student
find all of these Oral Communication Strategies helpful in improving their Oral Communication
Skills.

2.The most important component that influences students' participation in oral activities in
the classroom.

The teacher encourages the students to overcome their learning difficulties and give feedback
during the practice of oral communication at least a 50%. According to Brown ( 1994) and
Richards ( 2008), some of the linguistics difficulties presented by students during an act
communicative are: Fear of making mistakes, Speaking at a slow pace, making many pauses,
employing too many tricks, the group is too large, lack the vocabulary communicating, not using
reduced forms of language such as contractions, elicitation and syllabic reductions, and not
correctly pronouncing words with adequate intonation.

II. Recommendations

According to the whole information, this research ends up with suggestions to the teacher
and to the future researchers that was managed as follow:
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1. The School Heads may adopt the intervention program presented by the researcher to improve
the effectiveness of teachers in teaching oral communication in order for them to effectively
transfer their knowledge in oral communication towards their students.
2. Teachers should encourage more the students and help them to over come the fears or
difficulties of the students whenever they are practicing their abilities in oral communication.
3. We recommend to the teacher the use strategies to improve the speaking actively are very
important for students to develop their foreign language. Most of students recognized to practice a
lot of strategies of this nature, therefore, applies more strategies such as: Role plays, because
students would feel in various social real situations, increasing their vocabulary and speaking
skill.
4. English Coordinators may continue to monitor the proficiency of students in oral
communication as well as the efficiency of teachers to teach the language subject through
monitoring and appropriate coaching and mentoring
5. Students may propose appealing and intriguing tactics, techniques, and approaches for teachers
to use in teaching oral communication, and they may also submit to an oral communication
competency evaluation.
6. Other Researchers may replicate the study into to other grade levels to validate the result of
this study.
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REFERENCES

(https://childsuccesscenter.com/blog/importance-of-communication-skills-for-academic-success/)

(https://eric.ed.gov/?id=ED604403)

(https://www.sciencedirect.com/science/article/pii/S1877042814031401)

(http://www.apjmr.com/wp-content/uploads/2018/07/APJMR-2018.6.3.02a.pdf)

(https://www.shivajicollege.ac.in/sPanel/uploads/econtent/
2d015f16c4db342fac56b4aa13da9211.pdf)

(https://eprints.uny.ac.id/9431/3/bab%202-08202244056.pdf)

(https://news.dasa.ncsu.edu/applying-oral-communication-skills-in-your-career-and-everyday-
life/#:~:text=One%20of%20the%20benefits%20of,better%20at%20accomplishing
%20their%20goals.)

(https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042814X00303/1-s2.0-
S1877042814031401/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEIn%2F%2F
%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJGMEQCIB1xc
%2FPPfC0U7XNZGC6A%2BAh4OVdjMX5ui7rj6XJ54pHIAiB%2B4grOQYI)

(https://www.oxfordlearnersdictionaries.com/us/definition/english/concept?q )

(https://files.eric.ed.gov/fulltext/EJ1135350.pdf)

( https://www.coursehero.com)

( https://in.indeed.com/career-advice/resumes-cover-letters/communication-skills)

(https://www.indeed.com/careeradvice/careerdevelopment/nonverbal- communication-skills)

(https://www.vocabulary.com/dictionary/oral%20communication )

(https://www.teachmint.com/glossary/p/proficiency/)

(https://en.wikipedia.org  )
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(https://www.google.com/search?

q=skills+meaning&oq=skills+meaning&aqs=chrome..69i57j0i20i263i512j0i512l8.6597j1j9&

sourceid=chrome&ie=UTF-8)

(https://www.oxfordlearnersdictionaries.com/us/definition/english/struggle_1?q=Struggles)

(https://www.lawinsider.com/dictionary/school-activities )

( http://repo.iain-tulungagung.ac.id/2603/2/Chap%201.pdf.)

(https://dictionary.apa.org/verbal-ability)
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APPENDICES

CURRICULUM VITAE

Personal Information
Name: Chloe Antoinette D. Pascua
Age: 18 Years Old
Sex: Female
Civil Status: Single
Nationality: Filipino

Family Background
Father: Gregorio C. Pascua Jr.
Age: 47
Mother: Darlina D. Pascua
Age: Deceased

Education
Grade 12 Senior High School
Children First School, Inc.
SY 2021-2022

Work Experience
Philippine National Police
Camp Crame, Cubao, Quezon City, Metro Manila
Police Lieutenant
2002-up to date

Personal Information
Name: Samantha Isabelle A Dirige
Age: 17 Years Old
Sex: Female
Civil Status: Single
Nationality: Filipino
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Family Background
Father: Jayson B Dirige
Age: 41
Mother: Maximina A Dirige
Age: 40

Education
Grade 12 Senior High School
Children First School, Inc.
SY 2021-2022

Work Experience
Dirige Farm
Baluarte Santiago City, Isabela
Farm Owner
2019-up to date

Expert Machine Shop

Cauayan City, Isabela
Manager
2015-up to date

Personal Information
Name: Andrei Plaza Cabacungan
Age: 17 Years Old
Sex: Male
Civil Status: Single
Nationality: Filipino

Family Background
Father: Arnel Leano Cabacungan.
Age: 54
Mother: Jeniffer Plaza Cabacungan
Age: 48
 CHILDREN FIRST SCHOOL, INC.
Character, Faith, Service, and
“Where children come first.”
Excellence
Education
Grade 12 Senior High School
Children First School, Inc.
SY 2021-2022

Work Experience
San Antonio Property Leasing
Purok 4, Sagana, Santiago City
Farm Helper
2020-up to date