Part Ii - Break-Out Group Discussion Improving English Language Proficiency Among 2ND Year Bsed-English Students

COLLEGE OF EDUCATION AND LIBERAL ARTS
BREAK-OUT GROUP DISCUSSION: IMPROVING ENGLISH LANGUAGE
PROFICIENCY AMONG SECOND-YEAR BSED – ENGLISH
An Action Research Report Presented to
College of Education and Liberal Arts
PHINMA- Araullo University
Cabanatuan City
In partial fulfillment of
The Requirements for the Degree
Bachelor of Secondary Education- English
By
Graza, Princess Leslie S.
Molina, Marco R.
Pagaduan, Kristel Joy V.
Viray, Aivee Joy U.
November 2021
Brgy. Bitas, Maharlika Highway, Cabanatuan City, Nueva Ecija 3100

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Chapter I
THE PROBLEM AND REVIEW OF RELATED LITERATURE
A. THE PROBLEM AND ITS BACKGROUND
The English Language Proficiency is the ability to use
and comprehend spoken and written English at a level
sufficient for safety within the scope of practice. There
are several methods for communicating language, one of
which is speaking. Speaking is how a language is
communicated. Speaking is certainly not the most reliable
indicator of whether communication will proceed as expected.
People can also write to communicate in a language,
although most people speak it every day to tell or convey
information from their mind ideas through speaking. As a
result, the researchers have focused the research on
speaking, particularly English speaking.
The courses, majors, universities, schools, and even
companies develop methods to teach speaking based on levels.
That’s why; speaking skill has a prominent place in

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language programs around the world. The mastery of the
speaking skill in English is a priority for many second
languages or foreign language learners. “English promotes
learning and supports education and professional
development for people worldwide.” (Payne, 2016).
Consequently, learners often evaluate their success in
language learning as well as the effectiveness of their
English courses on the basis of how much they feel or how
much they have improved in their spoken language
proficiency.
People sometimes believe that the only way to master
the English language is to communicate it orally, that is,
by speaking it out loud. Speaking helps students to make
them talk actively so that they can share what they know
about the case they are faced with. So, speaking is a
crucial skill of language which should be improved for the
students.

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According to Gillis (2013), the ability to communicate
fluently offers the speaker a number of significant
advantages. As a result, an effective speaker is both clear
and instructive. One of the most crucial abilities to
develop and improve as a means of communication in a
foreign language is speaking. However, for EFL (English
Foreign Language) students, this is the most difficult
ability to cultivate and grow since they confront several
barriers during the learning process, and learning another
language takes a long time to master. Furthermore, the
capacity to talk fluently and comprehensively is a crucial
tool for communicating since it is a key element of
everyday contact and, in many cases, it is a person's
initial impression of their ability to speak fluently and
comprehensively. As a result, instructors have the task of
preparing pupils to speak while dealing with a variety of
circumstances that influence the development of this skill.
There are various indications that speaking English
remains a challenge in today's English language learning,

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particularly in the current educational setup. The problem
or failures in speaking the English language are the
students' grammar mistakes (ungrammatical), pronunciations,
fluency, some difficulty in vocabulary, and the fear of
making mistakes when speaking. Although pronunciation and
structure are not the most important aspects of speaking in
the English language, learners can be uncomfortable at
times. When proper pronunciation and structure are not used,
communication becomes less meaningful and a little unclear.
Furthermore, the rare exposure in speaking out the English
language. It means that learners do not have enough
opportunities to practice their speaking since online
meetings are rare nowadays. Also, learners have no
opportunities to promote feedback.
From the description above, the researchers assume that
there should be an appropriate method or technique in
teaching speaking to overcome such problems or difficulties.
A method or technique which will accommodate the
improvement of learners’ speaking competence.

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In dealing with such a problem, the researchers are
eager to give a try in overcoming the problem in English
speaking competence by conducting action research that
attempts to improve learners speaking competence through
break-out group discussion. The researchers believe that
break-out group discussion is a beneficial technique in
managing the new set-up of education through conducting
speaking activities to the participants
Zoom breakout rooms provide vital opportunities for
active learning in an online class, activities that
encourage meta cognition and reflection and keep students
engaged (Riggs & Linder, 2016). Breakout sessions allow the
attendees to participate more with each other, thus
presenting a change of one’s mind. By participating in
breakout sessions, it encourages engagement and memory
retention. It provides a unique and dynamic exchange of
ideas, culminating in a productive and effective
brainstorming session (Sporea Blog).

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B. REVIEW LITERATURE
• Concept and Definition of Speaking
The definition of speaking varies according to some
experts. Bygate (p. VII) believes that speaking is in many
ways an underestimated skill. Perhaps, this is because
people almost speak the language, and so take the skill too
much for granted.
Speaking is an interactive process of constructing
meaning that involves producing and receiving information.
Its form and meaning are dependent on the context in which
it occurs, including the participants themselves, their
collective experiences, and the purposes for speaking. It
is often spontaneous, open-ended, and evolving. Speaking Is
a skill which is chosen as an object to be improved in this
research. Cater & Nunan stated that speaking in a second
language involves the development of a particular type of
communication skill.

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Speaking is, however, a skill that deserves attention
every bit as much as literary skills, in both first and
second languages. It is a complex activity, when people
speak, they produce not only sounds. Like laughing relies
on Levets in O’mally and Chamot (p. 66), he believes that
speaking is an example of a complex cognitive skill that
can be differentiated into various hierarchical subskills,
some of which may require controlled processing while
others could be processed automatically. Lewis and Hill (p.
54) state that speaking is a process that covers many
things in addition to the pronunciation of individual
sounds.
It can be concluded that speaking is more than just
producing sounds, it is an activity that involves three
areas of knowledge, they are the area of mechanics,
functions, and social and cultural rules and norms.
Now it comes to competence in speaking. One of the
basic problems in foreign-language teaching is to prepare

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learners to be able to use the language. It is obvious that
to be able to speak a foreign language, it is necessary to
know a certain amount of grammar and vocabulary (knowledge
of the language). Part of the language course is therefore
generally devoted to this objective. But there are other
things involved in speaking (skills in speaking). Speaking
indeed is not as simple as it is seen.
“Speaking is the productive skill in the oral mode. It,
like the other skills, is more complicated than it seems at
first and involves more than just pronouncing words' '
(www.lingualinks/speakingskills.htm). It needs not only
physical performance but also psychological performance to
be competent in speaking, which is speaking communicatively
and correctly. Good speaking is the combination of a good
flow of thinking, good micro-skills, and good psychological
performance (the absence of feeling nervous, afraid, shy,
etc). The flow of thinking is the way the students organize
their knowledge about the topic of discussion in a correct
“sequence”. The lack of knowledge and the disability of

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organizing the knowledge might disturb the performance of
speaking. Micro skills are the way the students organize
the features of the language.
The disability of organizing micro-skills also causes
problems in speaking. Psychological performance is related
to students’ attitude and behavior in performing their
speaking. Their readiness, confidence, bravery, self-
approval, etc.
Competency in speaking is a whole package in mastering
the language to be spoken orally, meaning that students can
speak the language spontaneously with inappropriate grammar
and unburdened situations. Speaking is a productive skill
in the oral mode. It, like the other skills, is more
complicated than it seems at first and involves more than
just pronouncing words. Speaking competency deals with
fluency, accuracy, and mental management. Fluency (is the
quality of speaking so that words and thoughts flow from
your mouth in a gentle stream. Some of the verb synonyms of
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fluency are flow, run, and pour). Think of the words coming
from your mouth in that fashion. It has to do with learning
control.
Speaking is one of the language skills that is developed
in language learning. Together with listening, reading, and
writing, speaking is seen as one of four language skills.
It is the way people communicate the language orally.
Speaking is in many ways an undervalued skill. Perhaps this
is because we can almost all speak, and so take the skill
too much for granted. Speaking is, however, a skill that
deserves attention every bit as much as literary skills, in
both first and second language.
McDonough and Shaw (2013: 134) defined that, “Speaking
is desire and purpose-driven; in other words, we genuinely
want to communicate something to achieve a particular end”.
This may involve expressing ideas and opinions; expressing
a wish or a desire to do something; negotiating and/or
solving a particular problem, or establishing and
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maintaining social relationships and friendships. Meanwhile,
Nowicka and Wilczynska (2011: 24) states “Speaking is an
observable, physical and more specifically, acoustic
phenomenon, describing one of the human activities”.
• Break-out Group Discussion
According to Lucid Blog Post, Breakout groups are used
as a large group discussion technique designed to increase
participation. During a large meeting or workshop, the
facilitator may assign the group to work in smaller teams
to answer a question or tackle a specific challenge.
Breakout groups may be assigned randomly (by counting off
or by simply having people break into smaller groups) or
they may be divided based on the interests represented.
Some web conferencing software providers, such as Zoom
and Adobe Connect, include support for breakout groups
during virtual meetings.
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Break-out group discussion is one type of
instructional approach that might help students improve
their speaking skills. It is important to comprehend each
phrase to define what a break-out group discussion is.
A collection of students in a classroom itself is
referred to as a group. However, the group is a big one.
One of the important components of learning is the
opportunity for active practice and feedback. As classes
get larger and larger, the availability of such
opportunities grows less and less. In this case, the break-
out group plays a role.
According to McMurtrie (2020), assign roles: Don't put
pupils in the same room and expect them to figure out who
does what. Assign one individual to serve as group leader
in order to keep everyone on track. Change things up: Views
vary on whether groups should be changed often or whether
they should stay together for several weeks to allow
students to get to know one another. If students are kept
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in the same breakout rooms for an extended period of time,
some teachers believe it is vital to alternate roles to
allow everyone an opportunity to take the lead on anything.
Find the right group size: several instructors said
they prefer groups of two to five to make sure everyone is
engaged. But another reader pointed out that assigning
groups of up to 10 helps keep the conversation going even
if some students don’t show up or participate.
Study & Exam (2021), group discussion on a study topic
plays a vital role in understanding the topic. Discussing a
topic with friends or classmates helps in learning the
topic with perfection. Group discussion involves sharing of
learning by students which equally benefits all students.
Every student has a different approach to learning things.
Different students may adopt different methods of learning.
Hence, when many students discuss a topic that has already
been studied by them; it helps them to come across the
learning gained by various methods of study. Group
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discussion has its ethics such as the students need to be
cordial and polite during the discussion so that the
discussion can lead to productive exchange of knowledge as
well as to healthy criticism and benefit the students.
Furthermore, group discussion provides meaningful learning.
In group situations where questions and comments are
encouraged, learners can ask about what they do not
understand, to get others’ ideas, to attach meaning to what
might otherwise be meaningless.
• Benefits of Break-out Rooms
Chandler (2016), breakout rooms to be helpful from an
instructor and student perspective. Students described that
they felt more comfortable speaking in the breakout room
and were more likely to raise concerns to the tutor when
re-entering the main room. Activities in breakout rooms
also served as a break from the main class and re-engaged
students and decreased boredom. From an instructor’s
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perspective, breakout rooms provided tutors a break from
presenting to a large group, giving them the chance to
assist students one-on-one. Barriers to using breakout
rooms included a lack of instructor confidence with the
breakout room technology and technical issues with the
online platform.
According to Hard (2019), in a larger program perhaps
with a large audience, the primary benefit of breakout
sessions is that they serve as an opportunity for all
program attendees to participate more actively. Many
programs' agendas are dominated by a series of
presentations during which the attendees are merely passive
audience members. While this can be a great format for
sharing information and insight, it has been shown that
when people have been given the opportunity to actively
participate, their engagement with the material can lead to
better retention and implementation down the line.
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• Problems in an Online Discussion
The barriers to participation that external students
may experience are particularly evident in collaborative
learning tasks through group work, group presentations, and
group assessments (Davidson, 2015). Some of the issues
experienced can be personal such as anxiety associated with
using technology; being out of one’s comfort zone;
(perception of) inequity in assessment, particularly in
“group” assignments; and the (perceived) inability or
difficulty in peer interaction, particularly in
presentations. Despite the best intentions of teaching
staff to provide equitable and beneficial learning
experiences for all students, regardless of enrolment mode,
many academic staff members feel apprehensive and not
suitably equipped to teach via wholly (or mostly) online
particularly as they themselves may be still learning to
use some of the platforms (Little-Wiles & Naimi, 2011;
Rucker & Downey, 2016; Schmidt et al., 2016; Thorsteinsson,
2013). This can leave learners in an isolated place where
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they may also have varying levels of competency and
proficiency using different forms of IT and are therefore
somewhat on their own when it comes to the online learning
environment through different Learning Management Systems
(LMS). This is particularly highlighted in collaborative
learning tasks where individuals may be barely managing to
navigate the system on their own, let alone needing to
traverse the complex environments of group Journal of
Learning Design Gillett-Swan 2017 Vol. 10 No. 1 22 Special
Issue: Business Management interaction and social
negotiation (Graham & Misanchuk). While group work is an
important element within education that aids in developing
numerous interpersonal and transferable employable skills,
an increasing number of potential hurdles to achievement
beyond those commonly associated with traditional group
work experiences.
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• Speaking Activities for Break-out Group Discussion
According to Shane (2021), a better break-out room for
the students first is individual tasks, then group tasks,
to ensure that time is purposeful when students enter
breakout rooms, assign students individual tasks before
group work. This strategy helps foster meaningful
discussions, and students focus on listening and speaking
to each other about their tasks instead of just focusing on
finishing the work. This builds a connection and encourages
students to synthesize their ideas. Team-building
activities: Starting class with an energizing community
builder allows students to form relationships, share ideas,
and practice communication skills. When I let students
choose their groups and limit the number of participants in
breakout rooms, students talk more and have a more intimate
and relaxing experience. As students become increasingly
comfortable with each other, I switch groups but continue
to keep the number of students in the breakout rooms small.
Finally, the norms and expectations. At the beginning
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students should be aware of the expectations of the group
and what they need to contribute, and they understand
what’s expected of them.
According to Cassinelli 2020, a successful breakout
rooms, including:
1. Assign a clear task for students to accomplish, such
as brainstorming, coming to a position on a set of
questions, etc.
2. Match the amount of time and number of students to the
task. Depending on the activity, create groups of 3 to
8 people. The time for a breakout depends on the
activity. Try different lengths and get feedback from
students to find the optimal length of time.
3. Have students take notes collaboratively. A shared
Google doc is a great way to have students
collaboratively take notes that they can easily share.
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4. Don’t change group composition too often. Some
students have reported not enjoying breakout rooms
because they are not able to get to know their
classmates when instructors randomly assign new groups
each time. Consider the frequency of class sessions,
course size, goals, and objectives when setting or
mixing up groups.
5. Consider if you will monitor group discussions. As
host, you can move freely between breakout rooms, but
can only be in one room at a time. Circulate through
the rooms checking in with the students. Or you may
prefer to turn off your microphone and video and
simply observe.
Interviews are demanding tasks in the sense that they
require from the interviewer some preparation in the form
of research, the selection of relevant questions, and the
prior analysis of native speaker interviews to properly
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evaluate both the questions and the elicited information
(Dakowska:245).
Interview is a technique which used in this research.
According to Underhill, the interview is the most common of
all oral test, for many people, it is the only kind of oral
test. It is a direct, face-to-face exchange between learner
and interviewee. It means that, through interview student
can exchange their ideas and thoughts. Underhill also said
that, the interviewer sets out to find out certain things
about the learners and to get the answer to certain
questions. It means that the interviewer gains information
from the interviewee true questions.
According to Trueman (2021), a structured interview,
or a standardized interview is a quantitative research
method commonly used in survey research. The aim of this
approach is to confirm that each interview is offered with
exactly the same questions in the same order. This
guarantees that answers can be reliably collected and that
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comparisons can be made with confidence between sample
subgroups or between different survey periods.
A discussion group is one activity in speaking class.
Discussion in a program only talks about the easy topic.
Because this discussion is just to train the students to
speak English. The purpose of the discussion is to train
the students to speak English more clearly (Dakowska 245).
According to Hastoyo Sovenda (2010), a faculty teacher
at Surakarta University, in his study "Enhancing Students'
Speaking Competence through Small Group Discussion," the
second step after conducting the pre-test was to conduct
the treatment using small group discussion in five (5)
meetings in order to improve the learners' speaking
competence at Surakarta University. This intervention was
done in line with the implementation utilizing small group
discussion to improve the learners' speaking skills.
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The treatment is conducted after the pre-test has been
given in the classroom, according to Aras (2019) in his
research study "Improving Students Speaking Skill by Using
Three Step Interview." The treatment consisted of 5-6
meetings, each with its own set of procedures for each
activity.
The result of the study showed that speaking
competence is an underestimated skill. Nowicka and
Wilczynska (2011: 24) states “Speaking is an observable,
physical and more specifically, acoustic phenomenon,
describing one of the human activities”. And, with the use
of break-out group discussions, the researchers expect to
boost learners' speaking competence, or their ability to
communicate in English in real-life situations. As time
passes, improving speaking competency is required to master.
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C. STATEMENT OF THE PROBLEM AND FORMULATION OF HYPOTHESES
The study aims to improve the English Language
Proficiency, particularly speaking competence through
break-out group discussion among Flex learners in 2nd Year
BSED- English.
Specifically, it seeks to answer the following
questions:
1. What is a breakout room discussion?
2. How may the students' speaking competence develop
through the breakout group discussion?
3. Is there a significant difference between the pre-test
and post-test of the students before and after the
implementation of breakout room discussions?
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Research Hypotheses
Null Hypothesis (Ho): There is no significant
difference between student’s pre-test and post-test
before and after the implementation of breakout room
discussion.
Alternative Hypothesis (Ha): There is a significant
difference between students’ pre-test and post-test
discussion.
D. SCOPE AND DELIMITATION
This study will primarily focus on improving speaking
competence through break-out group discussion. The choice
of locale will be prompted only by the Department of
College of Education and Liberal Arts at Phinma- Araullo
University in Cabanatuan City, Nueva Ecija. The
participants of the study will be the Flex learner’s 2nd
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Year BSED-English, and it will be conducted in the final
quarter of the 1st semester of A. Y 2021-2022.
E. SIGNIFICANCE OF THE STUDY
The findings of this study will have an impact on the
field of teaching considering that English Language
Proficiency, particularly speaking competence, is essential
to be mastered by English language learners since it is
used worldwide. Having strong speaking skills is crucial
for successful professional advancement since it improves
understanding among people and allows them to communicate
effectively and efficiently.
This study will benefit the following.
• Learners
The study can enhance the learners’ awareness
using English communicatively rather than
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theoretically. That they will have higher motivation
and awareness to speak the language not only to write
the language. They will also understand that there is
nothing wrong with making mistakes in learning a
language, especially in speaking it out. It will be
understood by the students those mistakes in foreign
language learning are tolerable since they are not the
natives.
• Researchers itself
The study can bring researchers to a better
understanding of bringing about changes and
improvement in speaking competence. As future English
teachers, the study helps researchers learn more
through the whole of the action research process. It
also gives a hand in sharing ideas to other
researchers dealing with problems in English language
learning, especially speaking. This study is expected
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to enhance the researcher’s expertise in the speaking
field both in its research and teaching in the future.
• English Teachers
The study may be useful in attempting to solve
difficulties linked to teaching speaking. Teachers
will place a greater emphasis on teaching speaking
skills. They will realize that their learners require
not just the ability to write words into phrases, but
also the ability to speak verbally in everyday
situations. As a result, English is both "required"
and "essential." Teachers will approach English as a
language that must be utilized in real-life situations.
• School Administrators
The findings of this study will provide insight
into how to improve the curriculum during this
pandemic. It can be used as a reference in formulating
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school policies and programs. Furthermore, to cater to
the needs of their learners.
• Future Researchers
It provides meaningful data for another related
research. Moreover, it will serve as a guide to
further develop the research with the connection to
the variables used.
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Chapter II
METHODS AND DESIGN
This chapter focuses on the researchers' study techniques
and research strategy to solve the specific questions given for
inquiry methodically. The study technique, population, research
instrument, and statistical analysis of the data required for
proper data analysis and interpretation were all covered in this
chapter.
Research Design
The purpose of this study is to improve the speaking
competency of students. The design of the research is a
combination of qualitative and quantitative: it uses survey
questionnaires, pre-test and post-tests as instruments and
uses content analysis and descriptive statistics that
summarizes features of all data collection. It follows the
characteristics of an action research design which is a
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practical and systematic multi-staged process that occurs
in an educational setting which focuses on researchers’
strategies on teaching that are relevant and seeks to
enhance practice through the execution of informed and
gradual change. This research followed the cycles by
Richard (p. 12) also has similar ideas as Kemmis and
Mctaggart do. He states that action research typically
involves small - scale investigative projects in the
teachers’ own classroom, and consists of a number of phases
which often recur in cycles; planning, action, observation,
and reflection. In research the researchers may have one or
two cycles depending on how difficult the problem faces.
The cycle is followed by another cycle where the previous
cycle is used as the basis of deciding what should be done
in the next cycle.
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Respondents of the Study
The respondents of the study are the 2nd Year students
Bachelor of Secondary Education-English at PHINMA- Araullo
University. The researchers use purposive sampling to
select the participants.
Research Instrument
In this study, the researchers will use the following
instruments: An online survey questionnaire, pre-test,
post-test, and observation.
1. Online Survey Questionnaire
The researchers used an online survey
questionnaire to identify the existing problems
or failures of students in speaking English.
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2. Pre-test
The researchers will use a pre-test to
gather data about the speaking competence of the
students before the breakout group discussion.
3. Post-test
The researchers will use a post-test to
gather data about the speaking competence of the
students after the implementation of the breakout
room discussion.
4. Observation
The researchers will use anecdotal records
and will record the intervention, to record
objectively the evidence of the students’
behavior observed in the breakout room discussion.
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5. Intervention
The researchers used Enhanced viewing skill
through Multimedia Integration to improve the
literary proficiency of students on the selected
section where the study is observed.
Data Gathering Process
The researchers will request the adviser for the list
of 2nd year Bachelor of Secondary Education students
majoring in English. This uses purposive sampling.
According to Arikunto (2010:183), purposive sampling is the
process of selecting a sample by taking a subject that is
not based on the level of the area but is taken based on
the specific purpose.
The researchers will provide a letter of approval to
the Dean of the CELA to survey the desired respondents and
for the distribution of the questionnaire and the treatment.
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In administering the questionnaire and intervention, the
researchers will use the time allotted.
The researchers will request the participants to join
online meetings to participate and in answering the Pre-
test and Post-test. The data collected in this study will
be protected and remain confidential to ensure respondents’
safety. Researchers will use Google form and it will be
distributed via messenger or Facebook group. Furthermore,
the researchers will use zoom for the intervention
including the discussions and sessions. After data
gathering, the researchers will collect the result to check,
tally, interpret, and analyze.
Statistical Analysis of the Data
Statistical methods involved in carrying out a study
include planning, designing, collecting data, analyzing,
drawing meaningful interpretation, and reporting of the
research findings (Borzo, 2011).
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After the implementation stage of the study (pre-
implementation, implementation, and post-implementation),
the information collected through pre-test, post-test and
survey questions by the researchers will be carefully
analyzed and correlated. T-Test will be used for the
analysis of two data (Pre-test and post-test) to determine
the significant change and difference between the two
variables in the study. The hypothesis was analyzed at null
level of significance.
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Tools for Data Analysis
To answer the questions in the statement of the
problem, the following statistical treatments and tools
were used:
Frequency Counts and Distribution:
A percentage frequency distribution is a display of
data that specifies the percentage of observations that
exist for each data point or grouping of data points. It is
a particularly useful method of expressing the relative
frequency of survey responses and other data (Paul J.
Lavrakas).
This statistical treatment is used to show the
significant effect after implementation of the intervention.
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Weighted Mean:
Mean (average)is the most frequently used measure of
central tendency and the sum of deviation of the cases
about the mean is zero [Paler-Calmorin, Ph.D. (2017)].
WM=WF/N
Where:
WM = Weighted Mean
WF = Weighted Frequency
N = Total Number of Respondents
This statistical measure is used to answer the first
up to the last research question of the study. In addition,
it can also determine and analyze the survey questionnaires
before the intervention will be implemented. The computed
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weighted means in survey questionnaires were given a verbal
interpretation as follows:
Data Analysis Parameter Verbal Interpretation
4.20 – 5.00 Strongly Agree
3.40 – 4.19 Agree
2.60 – 3.39 Moderately Agree
1.80 – 2.59 Disagree
1.00 – 1.79 Strongly Disagree
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Standard Deviation:
A measure of variability that is the most used
indicator of the degree of dispersion and also the
most dependable measure of variability.
Where:
SD = Standard Deviation
∑X2 = Sum of the squared X
CF = Correction factor
N = Number of cases
This statistical measure is used to show the
dispersion of scores of 2nd BSED-English in the pre-
test interview and post-test interview.
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Paired Sample T-test:
Student’s t-test is used to test the null hypothesis
that there is no difference between the means of the two
groups. It is also used to test if the population means
estimated by two dependent samples differ significantly
(the paired t-test). A usual setting for paired t-test is
when measurements are made on the same subjects before and
after a treatment. (Zulfiqar Ali, S Bala Bhaskar (2016)
Where:
∑D = Sum of the difference of pre-test and post-test
∑D2 = Sum of the squared difference
N = Number of cases
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Interpretation: It is significant if the computed t-
value (CV) is equal to or greater than the t-tabular (TV)
or critical value.
If the computed t-value (CV) is less than the t-
tabular (TV) or critical value, it is insignificant. Thus,
If CV ≥ TV = Significant
If CV < TV = Insignificant
[Laurentina Paler-Calmorin, PhD. (2017)]
This tool is appropriate to use in answering research
question number three (3) which is the significant
relationship between students’ speaking competencies
through Break-out group discussion.
In describing the significant relationship between
students’ speaking competencies through Break-out group
discussion, Tests (pre-test and post-test) computed in
Microsoft Excel and T-Test were used.
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Phone No. (044) 463 0952
Using Microsoft Excel, the impact of pre-test and
post-test scores are computed to correlate and analyze the
data’s mean, standard deviation, and t-test.
• Microsoft Excel is a spreadsheet developed by
Microsoft Windows, macOS, Android, and IOS. It
features calculation, graphing tools, pivot tables,
and a microprogramming language called Visual Basic
for Applications that can be used in the statistical
analysis of data. The electronic spreadsheet has been
in existence since 1978, but it was in 1982 that
Microsoft became involved.
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Intervention
Based on the documents gathered by the researchers about
students' performance when using online learning discussion and
modular learning in teaching every subject, especially
Linguistics, the following possible solutions were used to
improve students' English language proficiency, particularly
their speaking competence, through Break-out group discussion
intervention:
Designing the Break-out Group Discussion
Engagement: Every activity which is given during the
intervention stage is aligned with an inquisition or
inquiry. It increases students' interests and
participation including lectures mixed with
discussions can help maintain students' focus. As they
discuss their answers, they get different perspectives.
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Good questions and answers can get students to think
deeply and make connections.
Communicating: The break-out group discussion, as a
supplement in the intervention, is being implemented,
the research participants have a chance to have a
conversation with their peers to express their
reactions, insights and ideas about the discussion.
Reflecting: It is a form of brainstorming which
results in better retention of knowledge they have
learned and enhanced their speaking skill. This form
of talk is no longer a disturbance in the online class
since the researchers give them enough time to
collaborate and reflect what they have learned for the
better outcome.
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• Pre-Implementation Stage
The following is a structured methods that the
researchers will undertake prior to the research
study's implementation stage:
1. Creating an approval letter to the Dean.
2. Coordinate with the 2nd Year BSED-English adviser
for the approval and for the subject tie-up. And,
interviewing the Language teacher for the topics
that need an intervention.
3. Selecting the thirty (30) students as research
participants based on the pre - survey research
questionnaire.
4. Making an email to the participants, creating
Facebook groups, and group chat in messenger for
further announcements.
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5. Sending links for the Zoom meetings. Introducing
researchers to research participants (getting to
know one another stage);
6. Creating a grouping that is based on their
availability.
7. Formulation of the assessment tool for the
respondents;
8. Administering the structured interview that will
serve as the pre-test before the utilization of the
intervention;
9. Finding another way to reach-out the student-
respondents who missed the session;
10. Analyzing the result of the pre-test interview;
11. Designing and developing the Break-out group
discussion (activities and lesson) method as the
intervention;
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12. Designing a given lesson came from the Language
teacher;
13. Dispersion of the information to the Language
teacher and among the student-respondents.
• Implementation Stage
After the pre-implementation stage, the following
are things needed to be done by the researchers during
the execution of the plan.
1. Chunking, preparing the lessons and creating
PowerPoint presentations.
2. Discover and learn about the features of the Zoom
application.
3. Utilize the Zoom application to have online meetings
to the student-respondents;
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4. Observing student-respondents to their participation,
collaboration, and behavior during the English class
sessions;
5. Remedial sessions for those who missed previous
sessions;
6. Administering the post-test structured interview to
the student-respondents; and
7. Analyzing the result of post-test structured
interviews answered individually by the learners.
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• Post Implementation Stage
After the Enhanced viewing skill intervention
through multimedia material has been implemented, the
following logical steps will be utilized by the
researcher in determining the results of the study.
1. Analyzing the results of the pre-test and post-test;
2. Encoding the result of both tests in Microsoft Excel;
3. Correlating the results using mean, standard
deviation, t-test using the formula of Microsoft
Excel;
4. Evaluating the results of the research questionnaire
as basis for conclusion and recommendation; and
5. Forwarding the result findings, conclusion and
recommendation to the Language teacher who is in
charge of the class.
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Chapter III
FINDINGS
The aims of the research are describing whether or not
and to what extent Break-out group discussion can improve
students’ speaking competence, finding out the changes that
may happen after implementing a Break-out group
discussion.
Introduction
As what had been stated in chapter I, it is known that
through pre-research problems was identified. It was clear
that the main problem faced by the students was the
inability to speak English in a complex communicative way.
Learners' speaking competence was average. As their
language teacher said, only half (½)of the students were
successful in performing their speaking.
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The indicators of the problem can be seen from both
factors within the language and factors outside the
language. Factors within the language are those related to
the knowledge of the language. Poor pronunciation and
structure applied in their sentences indicated that they
had problems in mastering speaking competence. The lack of
vocabulary was also an indicator to students’ low speaking
competence.
That is why the researchers proposed to conduct
teaching speaking under break-out group discussions
strategy through classroom action research to solve the
problem. The Break-out group discussion is the right
strategy to deal with such problems. This approach allows
students to practice their English-speaking skills by
sharing ideas and getting feedback. Opportunities make
students get used to speaking. The second one is that it is
not individual work, so students have partners to talk with.
The thing that should be underlined is that it is
interactive so they would speak in a communicative way.
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They would feel secure since they work with their friends
and peers.
Referring to the problem and the target the
researchers wanted to achieve, researchers planned to work
in an action which was intended to encounter the points for
the problem to be solved. This research was planned to be
conducted in five (5) sessions adapted from an existing
body of research, including the pre-test interview and the
post-test interview. It means that there would be three (3)
break-out group discussions during the research
implementation.
The 2nd Year BSED-English are the selected student-
respondents of the study which aims to find the
significance of improving speaking competency in the
English language.
After collecting all the questionnaires given to the
student-respondents as the assessment tools from pre-test
and post-test, check the papers, count the correct and
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Phone No. (044) 463 0952
wrong answers, and encode the data and analyze them, the
researchers came up with the following results.
Table 1. Scores of 30 students in the 125-item pre-test
interview and post-test interview of 2nd Year, BSED-English
at PHINMA- Araullo University
2ND YEAR BSED-ENGLISH PRE-TEST INTERVIEW POST-TEST INTERVIEW
1 82 103
2 91 96
3 101 104
4 78 84
5 77 105
6 75 82
7 93 104
8 84 99
9 89 119
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10 112 107
11 82 109
12 82 89
13 79 89
14 69 90
15 62 94
16 80 113
17 101 122
18 78 110
19 101 100
20 68 92
21 82 100
22 84 107
23 81 90
24 88 88
25 78 97
26 53 93
27 77 87
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28 84 109
29 80 99
30 83 102
TOTAL SCORE 2,474 2,987
MEAN 82.47 99.55
STANDARD DEVIATION 11.81 10
Table 1 showed the total scores of the 30 students’
respondents in the pre-test interview and in the post-test
interview with a sum of 2,474 and 2, 987 respectively.
Results gleaned the mean of the pre-test interview is 82.47
and got a standard deviation of 11.81.
After implementing the intervention which is improving
English language proficiency through break-out group
discussion results gleaned the mean of the post-test
interview is 99.55 and standard deviation of 10.
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Phone No. (044) 463 0952
Figure 1. Bar Graph of Mean and Standard Deviation of
Scores of 30 students in the 125-item Pre-test interview
and Post-Test interview of 2nd Year BSED-English
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Table 2. Mean Difference of Pre-test interview and Post-
test interview of 2nd Year BSED-English at PHINMA - Araullo
University
TOTAL PRE-TEST POST-TEST MEAN
SCORE INTERVIEW INTERVIEW DIFFERENCE
125 82.47 99.55 17.08
Table 2 showed the mean of pre-test interview is 82.47
and the mean of the post-test interview is 99.55 with a
mean difference of 17.08.
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Figure 3. Bar Graph of Frequency counts of scores of 30
student-respondents in the Pre-test interview of 2nd Year
BSED-English at PHINMA - Araullo University based on Table
1.
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Figure 4. Bar Graph of Frequency counts of scores of 30
student-respondents in the post-test interview of 2nd Year
BSED-English at PHINMA - Araullo University based on Table
1.
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Table 3. T-test: Paired Sample for Means (Pre-test of 30
students and Post-test of 2nd Year BSED-English at PHINMA -
Araullo University)
NO. OF SUM OF SCORES DIFFERENCE SIGNIFICANT
RESPONDENTS
Sum of the
difference Sum of the

of Pre- squared
30 PRE- POST- Two-Tailed
test
TEST TEST difference
interview
and
Post-test
interview
2, 474 2, 987 513 12,603 0.05
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T-test Value: -8.15
T Critical Two-Tail: 2.05
Decision: REJECT HO
Table 3 showed the computed T-test value obtained
is -8.15 which is greater than T-critical of 2.05.
This means that there is a significant difference
between pre-test interview and post-test interview
conducted to the student-respondents. Therefore, the
null hypothesis is rejected.
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Table 4. Mean, Grand Mean, and Qualitative Interpretation
of the survey-questionnaires perceived by Thirty (30)
student-respondents 2nd Year BSED-English
SPEAKING THROUGH BREAK-OUT GROUP DISCUSSION MEAN VERBAL
DESCRIPTION
The break-out discussion allows me to
participate, speak, and retain information in

4.83 Strongly
a unique and dynamic exchange of ideas,
Agree
resulting in a productive and beneficial
brainstorming session.
Break-out group discussions enable me to

Strongly
contribute new ideas to a positive outcome. 4.4
Agree
I can collaborate, practice my speaking, and

4.73 Strongly
work with my peers in a break-out group
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discussion effectively. Agree
Breakout room activities keep me interested

4.63 Strongly
and confident while speaking in online
Agree
sessions.
Break-out group discussion is helpful to

4.7 Strongly
increase participation and to speak with
Agree
peers, even online class.
4.66 Strongly
GRAND MEAN Agree
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VERBAL
USE OF ENGLISH SPEAKING IN DISCUSSION MEAN
DESCRIPTION
I adore speaking English clearly and
confidently to have wonderful conversations 4.7 Strongly
and express my thoughts in the discussion. Agree
English speaking discussion improves me in
the socializing process by allowing me to

4.5 Strongly
form new acquaintances, which aid in the
Agree
learning process.
Having a strong command of the English
language while speaking allows me to expand

4.8 Strongly
my horizons in life and my future career.
Agree
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Phone No. (044) 463 0952
Speaking English in discussions and
conversations improves my ability to

4.73 Strongly
participate in discussions in a foreign
Agree
language, and accurate feedback is very
welcomed and vital.
GRAND MEAN 4.69 Strongly
Agree
USE OF ENGLISH-SPEAKING ACTIVITIES IN MEAN VERBAL
DISCUSSION DESCRIPTION
Speaking engagements allow me to practice my

4.87 Strongly
delivery (chances to practice real-life
Agree
speaking)
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Phone No. (044) 463 0952
Speaking English tasks increases to improve 4.5 Strongly
my English-speaking abilities. Agree
Speaking English activities provide me with

4.9 Strongly
opportunities to develop various language
Agree
skills (vocabulary, grammar functions, etc.)
Multiple possibilities to practice speaking

4.87 Strongly
English are provided via speaking English
Agree
exercises.
GRAND MEAN 4.79 Strongly
Agree
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Phone No. (044) 463 0952
Scale:
4.20 – 5.00 – Strongly Agree
3.40 - 4.19 – Agree
2.60 - 3.49 – Moderately Agree
1.80 – 2.59 – Disagree
1.00 – 1.79 – Strongly Disagree
Based on Table 4 results, it can be gleaned that
the “Speaking through Break-out Group Discussion” as
perceived by thirty student-respondents of 2nd Year
BSED-English had a unanimous answer “Strongly Agree”
with values of mean: 4.83, 4.4, 4.73, 4.63, and 4.7.
Thus, the grand mean is 4.66 or “Strongly Agree”. This
means student-respondents strongly agree in speaking
through break-out group discussion.
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In addition to that, Table 4 results showed that
“Use of English Speaking in Discussion” as perceived
with the same respondents from 2ng Year BSED-English
had a unanimous answer “Strongly Agree” with mean of
4.7, 4.5, 4.8, and 4.73. Thus, the grand mean is 4.69
or “Strongly Agree.” This means 2nd Year BSED-English
student-respondents strongly agree in Using English
speaking in discussion.
Moreover, Table 4 results also showed that the
“Use of English-Speaking Activities in Discussion” had
a unanimous answer “Strongly Agree”. The student-
respondents from 2nd Year BSED-English strongly agreed
on all the items with mean values of 4.87, 4.5, 4.9,
and 4.9. Thus, the grand mean is 4.79 or “Strongly
Disagree”. This means thirty (30) students from 2nd
Year BSED-English strongly agreed to use English
Speaking activities in Discussion.
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Thus, these results from the survey
questionnaires answered by the student-respondents
helped the researchers select an appropriate
intervention that can improve the literary proficiency
of the said learners.
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Chapter IV
SUMMARY AND CONCLUSIONS
The main purpose of this study was to improve the
English language proficiency particularly, speaking
competence of learners through Break-out group discussion.
The research was conducted on the 2nd Year BSED- English at
PHINMA - Araullo University consists of thirty (30)
student-respondents in the pre-test interview and in a
post-test interview. The period of study was two (2) months
including the preparation for the research such as looking
for related studies and literature. In addition, the
research study used quantitative methods by using survey
questionnaires, pre-test interviews, and post-test
interviews as the research tools in order to have accurate
results for the study.
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Restatement of the Research Questions
The study entitled “Break-Out Group Discussion:
Improving English Language Proficiency” focuses on
uncovering the most effective method to enhance the
English language proficiency particularly speaking
competence of the 2nd Year BSED-English learners at
PHINMA- Araullo University.
Specifically, the study will address the
following research questions:
1. What is a breakout room discussion?
3. Is there a significant difference between the pre-
test and post-test of the students before and after
the implementation of breakout room discussions?
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Research Hypothesis
Null Hypothesis (HO): There is no significant
difference between student’s pre-test and post-test
discussion.
Alternative Hypothesis (HA): There is a
significant difference between students’ pre-test and
post-test before and after the implementation of
breakout room discussion.
Summary of Findings
1. Break-out Group Discussion
Based on the definition given by the
researchers, it is one type of instructional
approach that might help students improve their
speaking skills. It is used as a large group
discussion technique designed to increase
participation. During a large meeting or workshop,
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the facilitator may assign the group to work in
smaller teams to answer a activity questions or
tackle a specific challenge.
The following is the summary and comparison of
scores in the Pre-test (before the treatment) and
Post-test (after the treatment).
PRE-TEST POST-TEST
TOTAL SCORES
2,474 2, 987
MEAN 82.47 99.55
STANDARD DEVIATION 11.81 10
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The findings showed student-respondents of 2nd
Year BSED- English at PHINMA - Araullo University
got an average score of 82.47 out of 125 in the Pre-
test interview and their scores had a 11.81 standard
deviation which indicates that they failed on the
formative assessment. It was a sign for finding
another strategy for the researchers to practice the
speaking skills of the participants and revise the
methodology used in the discussion. On the contrary,
the findings also showed learners got an average
score of 99.55 out of 125 on the post-test and their
scores had a standard deviation of 10.00 which
states that they passed the formative assessment. We
can say that the pedagogical strategy which was
improving English language proficiency through
Break-out group discussion was able to improve the
speaking competency of the said respondents
effectively.
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3. Is there a significant difference between the pre-
test and post-test of the students before and after
the implementation of breakout room discussions?
The study revealed that there is a
significant difference between students’ English
language proficiency particularly speaking
competence through break-out group discussion. As
demonstrated on the collected data, using T-test
as the statistical tool of gathering the result,
the before and after the treatment done in the
study is significant.
From the findings and interpretations made
by the researchers, it is true that break-out
group discussion can improve students’ speaking
competence. It can be seen from the score
improvement that happened after some treatments,
from the weighted mean of eighty-two and forty-
five (82.45) becoming ninety-nine and fifty-seven
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Phone No. (044) 463 0952
(99.57) of the totals of 80%, it is a great
change in students’ speaking score. From what the
researchers had done, it is true that the
speaking activities intervention through Break-
out group discussions gives the opportunity to
develop the ability of the learners to speak in
English more and practice speaking with proper
use of feedback.
Therefore, the researchers concluded and
proven that the speaking skill intervention is
effective in developing the speaking competency
of the student-respondents.
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RECOMMENDATION / ACTION PLAN
In considering the conclusion of this research, the
researchers further proposed some suggestions to the
teacher, students and the next researchers follow;
The National Curriculum states that spoken language is
a crucial part of learning English in schools. Throughout
primary school, children will learn to: build their
vocabulary, use spoken language to express feelings, give
explanations and describe, ask questions to increase their
understanding, conversations, discussions and debates, and
how to develop English speaking skills with ESL students.
Teaching in a new normal set-up of education is not as
easy as it used to be because it requires a great amount of
effort from the teacher to reach out to the students, get
the attention of the students online. Almost nowadays, the
21st century learners tend to use gadgets including mobile
phones to communicate, they tend to type words rather than
speaking and communicating orally. Teachers should adapt to
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Phone No. (044) 463 0952
the changes, especially in pedagogy in teaching using
technology, in order to speak out loud even in online
classes. They should utilize technologies as learning
equipment that can enhance the vocabulary knowledge, skill,
and speaking ability of the English learners. The English
teachers have to become more creative and innovative to
manage the use of media, method, technique and strategy in
teaching English.
The EOP or “English Only Policy” should be implemented
in every English class as it boosts the confidence of the
students in using English language which has a positive
impact on the student’s speaking competence. There should
always be available speaking activities in every classroom
for the English learners to expose and practice the second
language. Because practice makes perfect when it comes to
developing English speaking skills.
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Phone No. (044) 463 0952
• For Teachers
In conducting classroom activities, especially
speaking activities, teachers should have several
references of teaching techniques. Break-out group
discussion is one of the techniques in this time of
online class. Conduct break-out discussion as one of
the alternative ways of promoting speaking activity to
avoid students bored of lecturing. It gives students a
non-threatening condition. As it is stated before the
key is giving appropriate topics. For teachers, they
should encourage students to speak without fear. Bring
the procedures of leading break-out group discussion
in a fun way.
The teacher should teach the students how to
explain something in a good explanation or description
so the students can practice or use English in daily
life as well.
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Phone No. (044) 463 0952
The teacher should give more chances to the
students to be more active, and let the students do
several practices. The teacher should trust the
students that they are able to do those activities by
themselves.
• For Learners
The students, particularly college students who
learn English, should learn how to use the language in
real life. One of the ways to easily practice it is to
experience break-out group discussion. The keys are to
pick up interesting topics which are genuine reasons
for them to speak and not to be afraid of making
mistakes. Discussing their problems and finding out
the solutions with their friends for example. If those
are accomplished, communicative English speaking will
flow as a river reaches the ocean.
The students should practice speaking English in
daily life because practice makes perfect.
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The students should be intensified and accustomed
to sharing their ideas with their peers.
• For Future Researchers
For the next researchers, there was still much
more media, technique, strategy in teaching English
and the break-out group discussion is one of the
techniques of improving speaking competence.
To add to that, the future researcher of the same
study can use observational notes as evidence of the
behavior of the learners inside the English class. It
is necessary to conduct further research in order to
validate the result of this study.
Finally, the researchers hope that the result of
the study can stimulate other researchers to conduct
another research related to this field.
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BIBLIOGRAPHY
Aleksandrzak, M. (2011). Problems and Challenges in

Teaching and Learning Speaking at advance Level. CORE, 38–
48. https://doi.org/10.14746/gl.2011.37.3
Bhat, A. (2021, October 26). Online questionnaire: What it

is with free examples. QuestionPro.
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Dlugan, A. (2011, January 23). Six Thinking Hats and the

Public Speaker. Six Minutes.
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Hard, R. (2019bJuly 19). How to Build a Better Meeting

Agenda With Breakout Sessions. The Balance Small Business.
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Moreno, J. (2018, May 23). Everything You Need to Know for

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McMurtrie, B. (2020, December 10). Teaching: How to Make

Breakout Rooms Work Better. The Chronicle of Higher
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Patidar, J. (n.d.-b). Experimental Research Design.

Pdf.www.drjayeshpatidar.blogspot.com
Pearce, K. (2021, January 27). How To Use Zoom’s Breakout

Rooms For Collaborative Learning. DIY Genius.
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Shane, S. (2021, March 1). A Better Breakout Room

Experience for Students. Edutopia.Org.
https://www.edutopia.org/article/better-breakout-room-
experience-students
Sporea, A. (2021). Breaking The Mold - Top 5 Reasons to

Engage in Breakout Sessions. ERA Environmental Management
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reasons-to-engage-in-breakout-sessions
Stanford University. (n.d.). Successful breakout rooms in

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for Study. https://www.studyandexam.com/importance-of-
study-discussion.html
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Supporting and Engaging the Isolated Learner. Journal of
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Student Engagement in Online Tutorials. Office of Teaching
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resources/sotl-snapshots/remote-teaching-and-teaching-
technology/breakout-rooms
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APPENDICES
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CURRICULUM VITAE
PERSONAL INFORMATION
Name: Princess Leslie S. Graza
Age: 21 years old
Address: Gen. Ricarte Llanera, Nueva
Ecija
Civil Status: Single
Gender: Female
Phone Number: 09674565768
Personal Email:princesslesliegraza@gmail.com
School Email: prsa.graza.au@phinmaed.com
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Phone No. (044) 463 0952
EDUCATIONAL ATTAINMENT
Tertiary Education: Phinma- Araullo University
Bachelor of Secondary Education-
English
Brgy. Bitas 3100, Cabanatuan City,
Nueva Ecija
2020-2021
Secondary Education: La Fortuna College
Accountancy Business and
Management (ABM)
Daan Sarile, Maharlika
Highway, Cabanatuan City
2017-2018
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Phone No. (044) 463 0952
Elementary Education: Gen. Ricarte Elementary
School
Gen. Ricarte Llanera Nueva
Ecija
2011 – 2012
SEMINARS AND WEBINARS:
Teach Like a Champion (2019)
Foundational Knowledge about
Disabilities and Disability Management
(2021)
Addressing Unique Challenges faced by
Children with Special (2021)
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Phone No. (044) 463 0952
CURRICULUM VITAE
Name: Marco R. Molina
Age: 22 years old
Address: Purok 6 Brgy. Cadaclan,
Pantabangan, Nueva Ecija
Gender: Male
Personal Email: marcomolina127@gmail.com
School Email: mare.molina.au@phinmed.com
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Phone No. (044) 463 0952

English
Nueva Ecija
2018-Present
Secondary Education: Alfonso Castañeda National High

School
Alfonso Castañeda, Nueva Vizcaya
2017 – 2018
Elementary Education: Cadaclan Elementary School
Brgy. Cadaclan, Pantabangan, Nueva
Ecija
2011 – 2012
91

Phone No. (044) 463 0952
Optimizing Self-Paced Learning
Experience (2021)
(2021)
92

Phone No. (044) 463 0952
CURRICULUM VITAE
Name: Kristel Joy V Pagaduan
Age: 22 years old
Address: Purok 1, Brgy. Davil -
davilan, Dingalan, Aurora
Gender: Female
Personal Email: pagaduankristel97@gmail.com
School Email: krva.pagaduan.au@phinmed.com
93

Phone No. (044) 463 0952

English
Nueva Ecija
2020-2021
Secondary Education: Saint Patrick’s Academy
General Academic Strand (GAS)
Brgy. Paltic, Dingalan, Aurora
2017 – 2018
Elementary Education: Dingalan Central School
Brgy. Poblacion, Dingalan, Aurora
2011 – 2012
94

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SEMINARS AND WEBINARS
Teach Like a Champion (2019)
(2021)
Technical Writing Strategies (2021)
Training Session on Active Learning
Strategies for Distance Learning,
Session 1 entitled: Self- paced
Learning Experience (2021)
95

Phone No. (044) 463 0952
CURRICULUM VITAE
Name: Aivee Joy U. Viray
Age: 20 years old
Address: Purok 4, Brgy. Tagaytay
Talvera, Nueva Ecija
Gender: Female
Personal Email:vrayavjoy14@gmail.com
School Email: aiur.viray.au@phinmed.com
96

Phone No. (044) 463 0952
English
Nueva Ecija
2018 – Present
Secondary Education: St. Elizabeth Global Skills
Institute
Accountancy, Business and
Management (ABM)
Brgy. Esguerra, Talavera, Nueva
Ecija
2017 – 2018
97

Phone No. (044) 463 0952
Elementary Education: Tagaytay Elementary School
Brgy. Tagaytay, Talavera, Nueva
Ecija
2011 – 2012
Optimizing Self-Paced Learning (2021)
Experience
(2021)
98

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ONLINE SURVEY
QUESTIONNAIRES
99

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SURVEY QUESTIONNAIRE I
Missoum (2014, 2018)
This survey questionnaire is made to collect data for the
language education research entitled: Break-Out Group Discussion:
Improving the English Language Proficiency among Second Year
BSED-English in PHINMA-Araullo University.
Email: _____________________________
Name: _____________________________
Section: _____________________________
Direction: Kindly read each item carefully and respond with
choosing the best option for you.
Strongly Agree Moderately Disagree Strongly

Agree Agree Agree
I can speak
fluently using
the English
language.
100

Phone No. (044) 463 0952
I pay attention
to my
pronunciation
every time I
speak in English.
I can speak
without any
difficulty in
English.
I am a competent
English speaker.
I hardly feel
sure of myself
when I speak
English in our
speaking class.
I like to have
conversations
with my friends
to improve my
speaking skills.
I believe that
speaking
competence is
crucial to be
mastered.
101

Phone No. (044) 463 0952
I get nervous if
I have to speak
English to
someone.
I feel anxious
when someone asks
me something in
English.
I fear speaking
English because
of being
ridiculed.
I find it
difficult to get
the meaning of
new vocabulary.
I manage English
well as a medium
of instruction.
I use precise
grammar when
speaking English.
I enjoy speaking
English with
feedback.
102

Phone No. (044) 463 0952
I have difficulty
expressing myself
using the English
language when I
speak
Scale:
4.20 – 5.00 – Strongly Agree 1.80 – 2.59 – Disagree
3.40 - 4.19 – Agree 1.00 – 1.79 – Strongly
2.60 - 3.49 – Moderately Disagree
Agree
103

Phone No. (044) 463 0952
SURVEY QUESTIONNAIRE II
Adapted from multiple resources, Alim (2015)
SPEAKING THROUGH
BREAK-OUT GROUP
Agree Agree Agree
DISCUSSION
The break-out
discussion allows
me to
participate,
speak, and retain
information in a
unique and
dynamic exchange
of ideas,
resulting in a
productive and
beneficial
104

Phone No. (044) 463 0952
brainstorming
session.
Break-out group
discussions
enable me to
contribute new
ideas to a
positive outcome.
I can
collaborate,
practice my
speaking, and
work with my
peers in a break-
out group
discussion
effectively.
105

Phone No. (044) 463 0952
Breakout room
activities keep
me interested and
confident while
speaking in
online sessions.
Break-out group
discussion is
helpful to
increase
participation and
to speak with
peers, even
online class.
106

Phone No. (044) 463 0952
USE OF ENGLISH
SPEAKING IN
Agree Agree Agree
DISCUSSION
I adore speaking
English clearly
and confidently to
have wonderful
conversations and
express my
thoughts in the
discussion.
English speaking
discussion
improves me in the
socializing
107

Phone No. (044) 463 0952
process by
allowing me to
form new
acquaintances,
which aid in the
learning process.
Having a strong
command of the
English language
while speaking
allows me to
expand my horizons
in life and my
future career.
Speaking English
in discussions and
conversations
improves my
ability to
108

Phone No. (044) 463 0952
participate in
discussions in a
foreign language,
and accurate
feedback is very
welcomed and
vital.
USE OF ENGLISH-
SPEAKING
Agree Agree Agree
ACTIVITIES IN
DISCUSSION
Speaking
engagements allow
me to practice my
delivery (chances
109

Phone No. (044) 463 0952
to practice real-
life speaking)
Speaking English
tasks increases
to improve my
English-speaking
abilities.
Speaking English
activities
provide me with
opportunities to
develop various
language skills
110

Phone No. (044) 463 0952
(vocabulary,
grammar
functions, etc.)
Multiple
possibilities to
practice speaking
English are
provided via
speaking English
exercises.
111

Phone No. (044) 463 0952
STRUCTURED INTERVIEW
QUESTIONS FOR PRE- TEST &
POST-TEST
112

Phone No. (044) 463 0952
INTERVIEW
Adapted from multiple sources
[Girardin 2016, Nelta Surkhet Vol.5 (2018)]
PRE-TEST INTERVIEW QUESTIONS
1. Introduce yourself.
2. How would you describe someone who doesn’t know you?
3. How is it best to learn English?
4. How can you use your English-speaking abilities in

the future?
5. What are your plans for the future?
POST-TEST INTERVIEW QUESTIONS
1. Why did you decide to study at Phinma- Araullo

University together with your course?
2. What do you like most about learning English?
3. How would you improve your English-speaking ability?
4. How do you think our life is more difficult nowadays
than it was in the past?
5. What technological devices would you not like to
live without? Why?
113

Phone No. (044) 463 0952
RUBRICS
(Adapted from the Teachers Rubric Speaking Test)
GRAMMATICAL
ACCURACY AND
RANGE
5 Almost all structures are accurate, even
complex ones.
4 Most structures are accurate but complex ones
cause some difficulty
3 Simple structures are mostly accurate but
little attempt at complex ones is made.
2 Simple structures are often inaccurate, more
complex ones not even attempted.
1 Simple structures are almost distorted and
there is little awareness of any grammatical
rules.
114

Phone No. (044) 463 0952
VOCABULARY
5 Appropriate level and variety of vocabulary
to deal with the topic, avoiding repetition.
Able to paraphrase effectively if necessary.
4 Level and variety of vocabulary satisfactory,
but experiences some difficulty in word
choice and usage, occasional repetition. Some
ability to paraphrase when necessary.
3 Vocabulary used is basic but sufficient to
express ideas, some repetition. Little
evidence of extended range. Limited ability
to paraphrase and some difficulty
experienced.
2 Vocabulary use tends to be inaccurate, with
appropriate or relevant, making communication
difficult or with no attempt at all.
115

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1 Almost all of the vocabulary is inaccurate,
inappropriate or irrelevant, making
communication difficult or with no attempt.
CONTENT
5 Communicate effectively, respond well to the
topic. Explains well, gives effective
examples.
4 Most of the speech responds to the topic.
However, some supporting details.
3 Responds in a basic way to the topic but
lacks relevant supporting details.
2 States the topic by giving his idea without
any support details.
1 Unable to respond to the topic or makes
almost no attempt.
116

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FLUENCY
5 Almost no hesitation other than native-like
search for ideas. The speech is very natural
4 Most of the speech is without hesitation,
which does not disturb the natural flow.
3 Some hesitation with some short pauses, but
does not disturb the flow for discussion.
2 Speech is halting with some long pauses.
Frequently hesitation, needs prompting but
shows attempt.
1 Speech is disconnected and difficult to
follow.
117

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PRONUNCIATION
5 Almost all individual sounds are well
articulated, with effective and natural use
of stress and intonation. Easy to understand
and follow.
4 Most individual sounds are well articulated,
occasional difficulties do not disrupt
comprehension.
3 Some individual sounds are not clearly
articulated but not in a way that disrupts
comprehension.
2 Many individual sounds are poorly articulated
and pronunciation puts strain on listeners
and causes misunderstanding.
1 Impossible to understand.
118

Phone No. (044) 463 0952
OVERALL
5 SUPERIOR
4 GOOD
3 AVERAGE/ SATISFACTORY/ ACCEPTABLE
2 WEAK
1 VERY POOR
119

Phone No. (044) 463 0952
SCORES OF PRE-TESTS STRUCTURED INTERVIEW
120

Phone No. (044) 463 0952
SCORES OF POST-TESTS STRUCTURED INTERVIEW
121

Phone No. (044) 463 0952
T-TEST: PAIRED TWO SAMPLE FOR MEANS
122

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BREAK-OUT GROUP
DISCUSSION
123

Phone No. (044) 463 0952
October 15, the second batch of 2nd Year-BSED-English students
met for the first time in an online session through Zoom. The
Pre-test structured interview was held.
124

Phone No. (044) 463 0952
The first and second batches of 2nd Year BSED-English student-
respondents meeting for the second time on October 20, 2121, for
an intervention in their subject course Introduction to
Linguistics the topic is about Conversational analysis and the
first part.
125

Phone No. (044) 463 0952
The third session in batches 1 and 2 took place on October
22, 2021. Only eleven student-respondents attended the
discussion on the Maxims of Quantity.
126

Phone No. (044) 463 0952
The break-out room remedial on Day 1-3 will be held on October

23, 2021 (Saturday) to finish the discussion and join up on what
the learners missed.
127

Phone No. (044) 463 0952
The 4th meeting took place on Monday, October 25, 2021. The
topic of discussion is the Relevance and Manner Maxims.
128

Phone No. (044) 463 0952
The last meeting took place on October 27. The structured post-
test interview on the 2nd Year BSSED-English was conducted
through Zoom meeting.
129

Phone No. (044) 463 0952
On October 28, 2021, the remedial took place on batches 1 and 2
for the session's completion.
130

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VIDEO DOCUMENTATION:
PRE & POST-IMPLEMENTATION
131

Phone No. (044) 463 0952
GOOGLE DRIVE LINK
1ST SESSION:
https://drive.google.com/drive/folders/14P3M9vgvvagNXBlX0iv7Boeg
F35QtQQV?usp=sharing
2ND SESSION
https://drive.google.com/drive/folders/1PGPaWxn9FsKdAuymgQl3_ZlD
3SbCKXno?usp=sharing
3RD SESSION
https://drive.google.com/drive/folders/1lnP4OcnS68_TY7cWIvV7AfZq
GmXYjqtU?usp=sharing
REMEDIAL SESSION
https://drive.google.com/drive/folders/1R9rXWsh_FqjZ1J0N9OeslXOW
BNRF5Q6U?usp=sharing
4TH SESSION
https://drive.google.com/drive/folders/1jQXaZGnl42PViVuFbo-
PU0aNstBtNyIH?usp=sharing
5TH SESSION
https://drive.google.com/drive/folders/1NvnmREuyJ5y7I02MBfMYo8KV
eDp79q9x?usp=sharing
REMEDIL SESSION
https://drive.google.com/drive/folders/12kMVy_y78CJl0bn32XPTOgWx
TtPGLjdP?usp=sharing
TOKEN FOR 2ND YEAR BSED-ENGLISH PARTICIPANTS

https://drive.google.com/drive/folders/15IKfQkDnhU60xrqgmb2VvXKS
87CAJ4fU?usp=sharing
132

Phone No. (044) 463 0952

Part Ii - Break-Out Group Discussion Improving English Language Proficiency Among 2ND Year Bsed-English Students

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COLLEGE OF EDUCATION AND LIBERAL ARTS

BREAK-OUT GROUP DISCUSSION: IMPROVING ENGLISH LANGUAGE

PROFICIENCY AMONG SECOND-YEAR BSED – ENGLISH

An Action Research Report Presented to

College of Education and Liberal Arts

PHINMA- Araullo University

The Requirements for the Degree

Bachelor of Secondary Education- English

Pagaduan, Kristel Joy V.

Viray, Aivee Joy U.

Brgy. Bitas, Maharlika Highway, Cabanatuan City, Nueva Ecija 3100

THE PROBLEM AND REVIEW OF RELATED LITERATURE

A. THE PROBLEM AND ITS BACKGROUND

The English Language Proficiency is the ability to use

and comprehend spoken and written English at a level

sufficient for safety within the scope of practice. There

are several methods for communicating language, one of

which is speaking. Speaking is how a language is

communicated. Speaking is certainly not the most reliable

indicator of whether communication will proceed as expected.

People can also write to communicate in a language,

although most people speak it every day to tell or convey

information from their mind ideas through speaking. As a

result, the researchers have focused the research on

speaking, particularly English speaking.

The courses, majors, universities, schools, and even

companies develop methods to teach speaking based on levels.

That’s why; speaking skill has a prominent place in

Brgy. Bitas, Maharlika Highway, Cabanatuan City, Nueva Ecija 3100

language programs around the world. The mastery of the

speaking skill in English is a priority for many second

languages or foreign language learners. “English promotes

learning and supports education and professional

development for people worldwide.” (Payne, 2016).

Consequently, learners often evaluate their success in

language learning as well as the effectiveness of their

English courses on the basis of how much they feel or how

much they have improved in their spoken language

People sometimes believe that the only way to master

the English language is to communicate it orally, that is,

by speaking it out loud. Speaking helps students to make

about the case they are faced with. So, speaking is a

crucial skill of language which should be improved for the

Brgy. Bitas, Maharlika Highway, Cabanatuan City, Nueva Ecija 3100

According to Gillis (2013), the ability to communicate

fluently offers the speaker a number of significant

advantages. As a result, an effective speaker is both clear

and instructive. One of the most crucial abilities to

develop and improve as a means of communication in a

foreign language is speaking. However, for EFL (English

Foreign Language) students, this is the most difficult

ability to cultivate and grow since they confront several

barriers during the learning process, and learning another

language takes a long time to master. Furthermore, the

capacity to talk fluently and comprehensively is a crucial

tool for communicating since it is a key element of

everyday contact and, in many cases, it is a person's

initial impression of their ability to speak fluently and

comprehensively. As a result, instructors have the task of

preparing pupils to speak while dealing with a variety of

circumstances that influence the development of this skill.

There are various indications that speaking English