THE LEVEL OF COMMUNICATION SKILLS ON ORAL DISCOURSE AMONG

THE EDUCATION DEPARTMENT STUDENTS OF HARDAM FURIGAY

COLLEGES INCORPORATED OF MALUSO CAMPUS

ALKAISA U. ASJAJUL

NURIYAM A. BUNSANG

MARDIYA S. GAPOR

NURFAIJA M. JULHASAN

YASMIEN A. JIMLANI

MANISA A. KASIM

SIDA A. KASIM

MYRA P. SAYYADI

BACHELOR OF ELEMENTARY EDUCATION (BEED)

HARDAM FURIGAY COLLEGES FOUNDATION, INC.

COLLEGE OF TEACHER EDUCATION

LOWER PORTHOLLAND, MALUSO, BASILAN PROVINCE

2024
THE LEVEL OF COMMUNICATION SKILLS ON ORAL DISCOURSE AMONG

THE EDUCATION DEPARTMENT STUDENTS OF HARDAM FURIGAY

COLLEGES INCORPORATED OF MALUSO CAMPUS

A THESIS

Presented to the Faculty of the

COLLEGE OF TEACHER EDUCATION

HARDAM FURIGAY COLLEGES FOUNDATION, INC.

LOWER PORTHOLLAND, MALUSO BASILAN PROVINCE

ALKAISA U. ASJAJUL

NURIYAM A. BUNSANG

MARDIYA S. GAPOR

NURFAIJA M. JULHASAN

YASMIEN A. JIMLANI

MANISA A. KASIM

SIDA A. KASIM

MYRA P. SAYYADI
 2024

CHAPTER I

INTRODUCTION

A. Background of the study

Oral communication is essential for the successful future career of students. In a

competitive world, communication skills are crucial which we can share our ideas and

thoughts with other people, when the communication skills and oral discourse is effective

both students and the teacher benefits. Communication helps students achieve goals,

increases opportunities for expanded learning, strengthens that connections between

students and teacher, and create confident between them. Throughout this research we

collect information about the communication skills of oral discourse of the Educational

Department we collect data through survey and interview conducted to the student survey

that make possible obtain all the information. The commitment of educational institution

to promote good teaching materials to the student is a challenge that in the long or short

term will benefit the student in their development of communication skills on oral

discourse.

Oral discourse skills— the skills to engage in multi- utterance conversations; understand,

retell, and produce stories and informational texts; and describe experiences and

information in oral language contexts— are an integral part of daily life, academic

learning, and workplace functioning. Discourse skills have received the lion's share of

attention, particularly in the context of written texts (i.e., reading comprehension), and
have been extensively studied in children's language production (e.g., utterances in

parent– child interactions). Despite their importance, however, comprehension and retell

of oral texts rarely have been examined together. In particular, one question that remains

open is the dimensionality of oral discourse skills— whether comprehension and retell of

oral texts in various genres reflect a unidimensional construct or multidimensional

construct— and the relations of language and cognitive skills to the identified

dimensions. In the present study, we investigated the dimensionality of comprehension

and retell of narrative and expository texts, and the relations of cognitive skills (working

memory, attentional control, inference, theory of mind, comprehension monitoring) and

language skills (vocabulary and grammatical knowledge) to the identified dimensions of

oral discourse skills, using data from English- speaking children in Grade 2.

Theoretically, comprehension, and retell of texts across genres are hypothesized to draw

on essentially the same processes (e.g., Kintsch, 1988) and skills (e.g., Kim, 2016).

However, the relative demands on the processes and skills might differ as a function of

receptive and expressive modalities (comprehension and retell) and genres (narrative and

expository). Identifying dimensionality and predictors of the dimensions can shed light

on the processes and extent to which language and cognitive skills are similarly and

differentially tapped for comprehension versus retell and for narrative versus expository

genres. The results can have practical implications for assessment and teaching. For

example, if a unidimensional structure describes comprehension and retell of narrative

and expository texts, instruction of any single aspect (e.g., narrative comprehension)

might support the development of the other aspects (e.g., narrative retell, expository

comprehension, and expository retell).

B. Statement of the Problem

The Oral Discourse as skills of the students in Hardam Furigay Colleges Foundation

INC., with the course of Elementary Education. This study aims at determining as

follows " Is there any effect of oral discourse as communication skills strategy used by

the student in such as: reporting, return demonstration, and oral recitation.

Specifically, this study will answer the following questions:

Specifically, this study will answer the following questions:

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

Pupils: a) sex;

b) age

c) year level

2. What is the level of Oral Discourse as Communication skills used by the students of

Elementary Education of Hardam Furigay Colleges Foundation Inc.

3. What are the effective strategy to emphasize the used of Oral Discourse as

Communication skills.

C. Objective of the Study

Based on the problem above, the objectives of this study is "to find out whether or not

there is any on the level of communication skills used by student in Elementary

Education of Hardam Furigay Colleges Foundation, INC.

Specific objectives:

1. To determine the profile of the respondents in terms of:

Pupils: a) sex;

b) age

c) section

d) year level

2. To determine the level of communication skills on oral discourse of student in

elementary education department of Hardam Furigay Colleges Foundation INC.

3. To determine the effective strategy to emphasize communication skills in oral

discourse.

D. Statement of Hypothesis

The researchers proposed two hypotheses in this research. They are Null

Hypothesis (Ho) and the Alternative Hypothesis (Ha).

1. Ho: There is no significant effect the level of communication skills on oral discourse

among the education department students of Hardam Furigay Colleges Incorporated of

Maluso Campus

2. Ha: There is significant effect of the level of communication skills on oral discourse

among the education department students of Hardam Furigay Colleges Incorporated of

Maluso Campus
E. Significance of the study

More specifically, the outcome of the study will be relevant and beneficial to

the following:

Administrator

The result of the study will help the administrator in paying closer attention to the various

viewpoints of teachers and students. Moreover, the result of this study can be a tool for

the administrator to re-evaluate and monitor the student’s academic performances.

Teacher

This study is of significance to the teachers who are handling in the Elementary

Education students as it will help them to use different approaches and instructional

materials in communication skills on oral discourse to see if these are effectively to use

or not. It will also help them develop effective ways on how to deliver lessons that will

ensure that students learn what they ought to so they become competent individuals as

they reach higher levels of their reading skills.

Students

The result of this study will be beneficial to students of Elementary Education of Hardam

Furigay Colleges Foundation Inc. who are under this research as it will help them to have

a detailed analysis and a sense of awareness on how to communicate well and efficient.
Future Researchers

This research can be utilized as a resource for future researchers who want to conduct a

similar study

F. Scope and Delimitation

In this research, the researcher determined the scope of the research as follow:

1. Subject of the Research

The subject of the research is the student in Bachelor of Elementary Education of Hardam

Furigay Colleges Foundation INC.

2. Object of the Research

The object of the research is the the level of communication skills on oral discourse

among the education department students of Hardam Furigay Colleges Incorporated of

Maluso Campus

3. Place of the Research

The research will conduct at Hardam Furigay Colleges Foundation INC., Lower

Portholland. Maluso Basilan Province

4. Time of Research

The research will conduct in the school year 2023/2024.

G. Theoretical framework
According to the construction- integration model, discourse skills require constructing an

integrated mental representation of texts called the situation model (Kintsch, 1988).

Discourse skills and associated information processing encompass different modalities

such as a receptive skill (comprehension) and a productive skill (recall and production)

and different types of texts such as narrative and informational texts. The central process

for discourse comprehension and production is constructing a rich and accurate situation

model— one's representation of the situation of the text. The situation model is built on

lower- order mental representations: the textbase representation, the representation of

elementary and literal propositions, which, in turn, is built on the surface code, the

representation of linguistic input of the text. The textbase representation tends to lack

coherence and include inconsistencies; therefore, integration processes are needed to

establish a globally coherent structure (Kintsch, 1988). Once a well- structured situation

model is established, one can successfully answer comprehension questions and retell and

produce coherent texts across genres (McNamara et al., 1996). Therefore, performance

on comprehension and retell tasks of various genres should be similar inasmuch as they

similarly tap into one's mental representation.

Previous studies suggested that oral discourse skills such as listening comprehension are

dissociable from other oral language skills (e.g., vocabulary and syntactic knowledge),

and receptive and expressive modalities and genres might impact discourse processes and

recruit language and cognitive skills differentially. To our knowledge, there is no

previous study that examined the dimensionality of oral discourse skills across

comprehension and retell modalities and narrative and expository genres, and the

potential differential relations of language and cognitive skills to the identified

dimensions. Identifying the dimensionality of oral discourse skills and the language and

cognitive predictors of the dimensions can inform similarities and differences in the

discourse process. If oral discourse skills do not reflect a single ability, it is reasonable to

speculate that different dimensions recruit processes to a different extent, and language

and cognitive skills make differential contributions to the identified dimensions of

discourse skills (Kim, 2020).

Above theories are helpful to provide more clarification about the concern and

rationale of the study. For better knowledge and clarity, the researcher focused on the
Level of the Communication Skills
effect the level of communication skills on oral Elementary
discourse among
Educationthe education
Students
on Oral Discourse
department students of Hardam Furigay Colleges Incorporated of Maluso Campus

Conceptual framework:

Figure 1: Present the conceptual framework of the study, it consists of two variables,

Communication skills on Oral Discourse as an independent variable and Elementary

Education Students as the depending variable.

In figure 1, Elementary Education students as independent variable which refers to the

level of their communication skills on oral discourse.

Another variable, level communication skills on oral discourse will lead to improve

outcomes for students performance task based on the can help students to better

understand and engage with self confidence and develop the skills needed to become

independent individual.
 CHAPTER II
REVIEW RELATED LITERATURE

A. Introduction

This chapter presents the relevant literature for this study. The first part presents Related

Study. This is focusing to scaffolding strategy the empirical literature that includes, the

challenges that teachers face in assessing teaching reading. ; and Strategies to minimize

the challenges. The next part is the local studies: Reading readiness in the Philippines.

And the last part is the foreign studies.

B. Related Study

According to the construction-integration model, discourse skills require constructing an

integrated mental representation of texts called the situation model Discourse skills and

associated information processing encompass different modalities such as a receptive

skill (comprehension) and a productive skill (recall and production) and different types of

texts such as narrative and informational texts. The central process for discourse

comprehension and production is constructing a rich and accurate situation model—one's

representation of the situation of the text. The situation model is built on lower-order

mental representations: the textbase representation, the representation of elementary and

literal propositions, which, in turn, is built on the surface code, the representation of

linguistic input of the text. The textbase representation tends to lack coherence and
include inconsistencies; therefore, integration processes are needed to establish a globally

coherent structure Once a well-structured situation model is established, one can

successfully answer comprehension questions and retell and produce coherent texts

across genres (McNamara). Therefore, performance on comprehension and retell tasks of

various genres should be similar inasmuch as they similarly tap into one's mental

representation.

Previous studies suggested that oral discourse skills such as listening comprehension are

dissociable from other oral language skills (e.g., vocabulary and syntactic knowledge),

and receptive and expressive modalities and genres might impact discourse processes and

recruit language and cognitive skills differentially. To our knowledge, there is no

previous study that examined the dimensionality of oral discourse skills across

comprehension and retell modalities and narrative and expository genres, and the

potential differential relations of language and cognitive skills to the identified

dimensions. Identifying the dimensionality of oral discourse skills and the language and

cognitive predictors of the dimensions can inform similarities and differences in the

discourse process. If oral discourse skills do not reflect a single ability, it is reasonable to

speculate that different dimensions recruit processes to a different extent, and language

and cognitive skills make differential contributions to the identified dimensions of

discourse skills Are children's skills in comprehending and retelling narrative texts and

expository texts in oral language contexts best described as a unidimensional construct or

multidimensional .

Foreign study
According to Seller & Beall (2010), communication is defined as sharing and giving

meaning occurring at the same time through symbolic interactions. Masri (2011) said

that communication starts when a message or information is transferred from the sender

which is the speaker or writer to the receiver through an instrument or channel, and

followed by the receiver giving feedback through coding and interpreting the

information. The information and feedback by the receiver and repetition of these

processes that creates knowledge development. It is said to be more effective, if the

receiver of the information can understand and practice the core skills. Furthermore,

communication will be more meaningful, if the physical and social factors are taken into

account during the communication process. A positive communication environment

provides good opportunities for students to learn how to communicate and thus have

better communication skills. Seller, W.J., & Beall, M. L. (2010). Communication:

making connections (6th.ed) Boston: Allyn & Bacon. Masri, (2011). Media and

Communication in English Malaysia.

Communicating with others or expressing our ideas is part of human nature. Thus,

language is seen as a tool for communication, and as such, speaking skills mean a lot for

the learners of any language. Ahmad and Dababneh (2010) found that a positive

communication environment provides opportunities to students to learn how to

communicate, and thus, have better communication skills. Students need to be given

opportunities to communicate in order to be better prepared for the job market after their

studies. Communication is more effective if the receiver can understand and practice the

skills. It is said that communication will be more meaningful if the physical, spiritual and

social factors are taken into account during the communication process. Moreover,
according to Ihmeideh, et al. (2010) students need to put in effort to develop their

communication skills to be able to succeed in their chosen profession.

Ihmeideh et. al. (2010). Attitude toward communication skills among student’s,

teacher’s in Jordanian Public Universities. Australian Journal of Teacher Education, 35, -

11.

Scottish (2013) summarized that “Communication skills underpin almost all personal,

social, learning, and working activity. They are essential in clarifying your thoughts, in

interacting and conversing effectively with others, and in conveying information,

feelings, and opinions. In addition, Morreale, Osboni & Pearson (2010) also assert” as

individuals mature and become working adults, communication competence continues to

be essential. Communication skills are required in most occupations. Employers identify

communication as one of the basic competencies every graduate should have, asserting

that the ability to communicate is valuable for obtaining employment and maintaining

successful academic performance. The communication skills essential in the workplace

include basic oral and writing skills, and the ability to communicate in work groups and

team with persons of diverse background, and when engaged in problem solving and

conflict management.

Morreale, Osboni, and Pearson (2010) “Why communication is important: A rationale

for the centrality of the study of communication, “Journal of the Association for

Communication Administration, vol. 29, pp. 1-25.

According to Bowden et al. (2010) oral communication is the ability to express verbal

messages and ideas clearly and precisely, in a manner appropriate to the audience, so that

information can be accurately and easily understood. Guffey and Loewy (2010)

highlight that communication skills are essential for career success. In addition,

communication often ranked as the most wanted competencies. Besides, a numbers of

surveys indicated that communication skills are essential for effective job placement,

performance, career advancement, and organization success. Ihmeideh et al. (2010)

reported that the communication skills among university students are high. This means

that it is easier for universities to develop their communication skills through appropriate

activities to practice and horn their communication skills.

Bowden, Keenan, Knapp, & Heffner (2010). Interpersonal Skills Assessment (AISA)

Battery. Brussels, Belgium. Guffey and Loewy (2010), Commumication: Process and

Product, Cengage Learning. Ihmeideh et al. (2010). Attitude toward communication

skills among student’s teacher’s in Jordanian Public Universities. Australian Journal of

Teacher Education, 35, 1-11.

According to McFarlin (2010) “Understanding the types of communication skills and

competencies is a vital skill for students. Interacting with others is a large portion of

many industries and having the necessary skills and competencies to interact with others

is essential no matter where you are. Three types of communication skills are written

communication which include letters, emails, memos, internet articles, meeting minutes

and using social media. It can also include using grasp, pictures, posters, and power point

presentations. Oral communication which is used frequently throughout working day,

including speaking to colleagues and members of the public, attending conferences and

meetings, delivering presentations and having telephone conversations. This form of

communication is more likely to be appropriate for getting information and speaking with

community groups. Non Verbal Communication which include body language, posture,

eye contact and even how to dress.

According to Littlejohn and Foss (2010), a variety of terms are used to defined

communication, such as symbols, parole, understanding, process, transmission, channel,

meaning and situation. According to Steve (2011) both oral and written communication

skills were needed to be improved in several areas, including the use of vocabulary and

self-expression. College students needed to be trained more on writing skills as well as

professional skills such as uses of e-mail, self-expression, and avoidance of slang. He

also said that the skills of newly hired college graduates are somewhat not sufficient for

them to perform the tasks in the workplace. In additions he said that graduates needed to

improve their oral communication in various ranges and settings. It is also recommended

that the oral communication activities should be focused and embedded in the

curriculum.

Littlejohn, S. & Foss, K. (2010). Theories of human communication. (8th Ed). Belmont:

Thomson-Wadswoth. B. Stevens (2011) “What communication skills do employers

want? Silicon Valley recruiters respond, “Journal of Employment Counseling, vol. 42,

no. 1, pp. 12-9.

Local study
Communication is a vital in all areas of one’s life. It is used to persuade, to influence

relationships, inform and share and uncover information and oral communication is the

life-skills constituent of the field communication. In the Philippines, Separa, Medina and

Generales (2015) said that student’s areas of difficulty can be said to be rooted from their

concepts of what must be the standard of English. According to Lacanus (2017) oral

communication includes real time presentations, video presentations and interviews, with

accompanying visual aids such as handouts and power-points. Message is the key to a

good oral communication. The substance of the presentation should be relevant to the

audience and goals of the presentation. Self-awareness is the starting point of good oral

communication. A person who is aware of his strengths and weaknesses can put in the

required efforts to improve communication skills. Confidence is another vital aspect of

good communication. A person may know the subject and yet not communicate

adequately if he lacks confidence. Simplicity in messaging is indispensable for good

communication as assimilation of the message is directly proportional to clarity of its

presentation. Awareness of the audience is an important tool in the hands of an effective

oral communicator. A good communicator can gauge the impact of the by observing the

body language and feedback of the audience and adjust his approach accordingly.

Separa et. al. (2015) Self-assessment on the oral communication of Filipino college

students. Advance Science.

Abao (2011) states that communication is a significant aspect of professional success.

People who have suitable stages of communication skills and high levels of interpersonal

skills are more likely to reach their career goal. He demanded that active oral
communication skills and social interaction could lead to professional achievement. It is

because communication skills would contribute to the process of acquiring new skills;

resulting in continuous learning and rapid solution to problems. They suggested that oral

communication skills and social interaction could lead to professional achievement.

Better communication skills would contribute to the process of acquiring new skills;

resulting in continuous learning and rapid solutions to problems.

According to Sandigan (2010) 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. He should also possess an attitude of discussion and deliberation as this would

improve intellectual capabilities and thereby contribute to effective communication. An

individual learns the basic of oral communication right at home. The school environment

takes this learning a notch higher by teaching the student how to interact with peers and

teachers alike. The quality of communication in student life will define professional

communication later in life.

According to Felisilda (2012) oral communication is the life-skills constituent of the field

of communication. She also added that oral communication apprehensions can be

observed among people although they vary on the extent or level in which the

apprehensions manifest. Experiencing forms of anxiety in oral communication is the

normal part of communication process. Interestingly, many people assume that such

apprehensions unique to them. However, it a widely-shared experience among people at

varying levels. He also added that being highly apprehensive in classes could also have a
seemingly negative impact to academic performance and hinders them from becoming

effective classroom communicators. The students who have low apprehensions are likely

to express their ideas to maximize their classroom interactions as effective

communicators in classrooms.

According to Juan (2016) argued that speaking remains the most difficult skill to master

for the majority of English learners, and they are still incompetent in communicating

orally in English. There are many factors that cause difficulty in speaking like inhibition.

Students have no motive to express themselves. Low or uneven participation. Only one

participant can talk at a time because of large classes and the tendency of some learners

to dominate, while others speak very little or not at all. Mother-tongue use. Learners who

share the same mother tongue tend to use it because it is easier and because it is easier

and because learners feel less exposed if they are speaking their mother tongue.

Reyes, (2010). The role of input, interaction, and output in the development of oral

fluency. English Teaching, 2(4), 91-100.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter provides a description of the methodology. It includes description of the

research design, research locale, population, sampling procedures, sampling size and

design, validity and reliability, data gathering procedure and statistical treatment of data

for the thesis titled " THE LEVEL OF COMMUNICATION SKILLS ON ORAL

DISCOURSE AMONG THE EDUCATION DEPARTMENT STUDENTS OF

HARDAM FURIGAY COLLEGES INCORPORATED OF MALUSO CAMPUS

A. Research design

Aaker et al (2002) defines a research design as the detailed blue print used to guide a

research study towards its objectives.

Descriptive research design method of research was used in this study. Descriptive

research a powerful tool used by researchers to gather information about a particular

group or phenomenon. Hence, this research type is deemed to be the most appropriate for

the perceived since this method involved the survey and questionnaire.

B. Research Locale

The research locale for these research was conducted at Hardam Furigay Colleges

foundation Incorporated Barangay Lower Portholland, Zone IV, Maluso, Basilan.

C. Population

According to Frankel, et. al, (2012, p. 92), the population is the group of interest to the

researcher, the group of whom the researcher would like to generalize the result of study.

Meanwhile, Arikunto (2010, p. 173) defines that Population is all the subjects of

investigation. In these study, the population was conducted at students of Hardam

Furigay Colleges Foundation Incorporated taking up Bachelor of Science in Elementary

Education from First Year Level to the Third Year Level in the academic year of 2024-

2025. The total population of the Education Department has 129. In first year a total

number of 46 wherein 40 are females and 6 are males. In Second year a total number of

34 wherein 32 are females and 3 are males. In the third year a total number of 59 wherein

35 are females and 20 are males. The distribution of whole population can be seen in

sampling size and design Table 1 and table 2.

D. Sampling size and design:

Table 1:

The total of pupil respondents

No.: Course and Selected pupils: Total:

Year Level

Male: Female:

1. BEED I 6 40 46
 2. BEED II 3 32 35

3. BEED III 14 35 59

Total of respondents: 140

(Source: School administration of HFCFI academic year 2024-2025)

E. Sampling Procedure

The respondents were selected using convenient sampling, under this sampling, that

sample elements are selected from population based on their availability of the

participants and because this is the easiest for the researchers to access. This study

population was conduct at Hardam Furigay Colleges Foundation Inc. Maluso, Basilan.

The main target groups of sampling are the students of Education Department specifically

BEED I-II-III.

F. Research Instrument

Research instrument of the research were a survey, questionnaire, rating, or tool designed

to measure the level of communication on oral discourse of education department

students.. The research Instrument is gathered using a questionnaire, most of them being

in closed question form. The researchers were guided the students to answer the

questions. The teachers can use the research paper proposal of the researchers for them to

add more knowledge about the study. The research questionnaire for students has a 2

section. The first section is about the students demographic information such as, name
(optional), age, sex, school, and year level. The last part is the proper questions which

they can choose the best answer in the following choices. The direction was provided.

G. Validity and Reliability

The original questionnaire was elaborated and validated by our subject teacher, leading to

the final form that is use as an instrument. The questionnaire included a cover letter

where the pupils and teachers are given background information about the research.

The guided questionnaire developed by the researchers was subject for validation and

reliability test. Validity is the ability of the research tools to measure what is required to

measure. A measurement procedure cannot be valid unless it is reliable. Without

reliability and validity, it would be very difficult to decide which research should be

trusted and which should be completely disregarded (Mattick,1998).

H. Data gathering procedure

A letter of request to conduct the study was prepared by the researchers. The researchers

were developing the guided questionnaires. Survey was subject for validation and

reliability test. The data gathering process for the study was quantitative methods to

measure the insights into the level of communication on oral discourse among the

education department of Hardam Furigay Colleges Foundation INC. The researchers

were introduced the research to the respondents and seek their consent to participate in

the study. As the respondents give their consent, the researchers were already arranged

the schedule for the survey. The researchers were observed the most convenient time for

the research respondents during the survey.

I. Statistical treatment of data

The following statistical procedure was used to interpret the data gathering from the

respondents of the study.

Frequency Counting and Percentage: the demographic profile and survey answers of

the respondents will analyze using the simple percentage with the following formula:

P= f÷n(100)

Where: p: percentage.

f: frequency for each category

n: total number of respondents

100: constant multiplayer

J. Ethical Consideration

The researchers were adhered to the basic ethical principles in research during the

conduct of the study since human subjects will be included as respondents. The

researchers were assured utmost confidentiality in handling all the information and data

of the subjects. No physical or/and psychological harm was inflicted to the respondents.

The assumptions of keeping the identity and findings of the study under the condition of

anonymity will be properly observed. The researchers understand that the subjects have

the right to make choices based on their perspectives, beliefs, and values; hence, full

autonomy will be afforded to them.

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