Research Narrative: Communicative Competence of Grade 10 Students at Alubijid

National Comprehensive High School

Introduction: Effective communication is a fundamental skill that plays a crucial role in

academic success and personal development. This research aims to explore the communicative
competence of Grade 10 students at Alubijid National Comprehensive High School (ANCHS),
focusing on their abilities in verbal, nonverbal, listening, and writing skills. The study seeks to
assess how well-prepared students are to communicate effectively in various contexts, both
inside and outside the classroom.

Methodology: The research employed a mixed-methods approach to gather comprehensive data

on students' communicative competence. Quantitative data was collected through structured
surveys distributed to a representative sample of Grade 10 students. The surveys included
questions about self-assessment of communication skills, frequency of engaging in different
types of communication, and perceived challenges in communication.

Qualitative data was gathered through focus group discussions and individual interviews with
selected students and teachers. These sessions explored specific instances of communication
challenges and successes, as well as perceptions of the importance of communication skills in
their academic and personal lives.

Findings:

1. Verbal Communication: Many students expressed confidence in their ability to speak

effectively in class discussions and group activities. However, some noted difficulties in
expressing their ideas clearly or confidently in front of larger audiences.
2. Non-Verbal Communication: Students demonstrated awareness of non-verbal cues such
as body language and facial expressions, often using these to gauge understanding or
convey emotions during interactions.
3. Listening Skills: While most students acknowledged the importance of listening, some
admitted challenges in maintaining focus during lectures or when communicating with
peers. Active listening techniques were inconsistently applied.
4. Writing Skills: Written communication skills varied among students, with strengths
observed in structured academic writing (e.g., essays and reports) but weaknesses noted
in informal writing (e.g., emails or messages).
5. Perceived Importance: Both students and teachers recognized communication skills as
vital for academic success and future career opportunities. However, there was a
consensus that more emphasis could be placed on practical communication training
within the curriculum.

Discussion: The findings highlight a generally positive self-assessment of communication skills

among Grade 10 students at ANCHS, tempered by specific areas needing improvement. While
students demonstrated competence in certain aspects of communication, such as verbal
interactions and academic writing, challenges remain in areas like public speaking, informal
writing, and consistent application of active listening skills.
Implications: To enhance students' communicative competence, recommendations include:

 Introducing structured activities to develop public speaking skills.

 Incorporating more opportunities for informal writing practice.
 Providing workshops or seminars on active listening techniques.
 Integrating communication skills training across different subjects in the curriculum.

Conclusion: In conclusion, the research sheds light on the communicative competence of Grade
10 students at ANCHS, revealing strengths in certain areas and opportunities for improvement in
others. By addressing these findings through targeted interventions and curriculum
enhancements, the school can better prepare students for effective communication in both
academic and real-world settings. This research contributes to the ongoing discourse on
enhancing communicative competence among secondary school students, ultimately aiming to
equip them with essential skills for their future endeavors.