ACTION RESEARCH in ENGLISH

I .Title: The Effectiveness of group dynamic Strategy in Enhancing the Speaking

Proficiency of Grade 9 students of Atty. Orlando S. Rimando National
High School

II. SITUATION

Interview results for the admission for SSC students showed that students were less
proficient in speaking the English language.

II. PROBLEM AREA

-How could be the students communicate effectively and confidently using

the English language ?
-Can the use of group dynamic strategy develop the Speaking Proficiency of
Grade 9 ?

lll. Generation of Alternative Solution

-This study will attempt to use a group dynamic to enhance the Speaking
Proficiency of Grade 9students.

-Group dynamic such as mini-debate and Panel discussion improve speaking as

well as skill in human relation.

-This study aimed to determine the influence of group dynamics on the speaking
proficiency of the Grade 9students.

lV Plan of Action

l. Objectives

-To develop and validate Group dynamics strategies in teaching

 -To use Group dynamic strategy in teaching Grade 9

-To compare the result of the pre-test and post-test

ll. Time Frame

-To compare the result of the pre-test and post-test from June-March 2017

lII. Target Subjects

-Respondent of this study were 45 SSC 9 Students who enrolled during S.Y 2016-
20157at Atty. O.S.R.N.H.S. were 26 F and 19 - M

lV. Evaluation Criteria

-Group dynamic teaching Approaches and Strategies experiential approach group

dynamics
-The effectiveness of will be based from:

LILETH SCALE DESCRIPTIVE EQUIVALENT

5 ABOVE PROFICIENT
4 PROFICIENT
3 BASIC PROFICIENT
2 NO PROFICIENY
1 UNRATED

V. RESEARCH DESIGN

-The quasi-experimental design called pre-test – post-test centro / design, This is

to compare groups and measure change resulting from experimental treatments.

-This design used as pre-test and post-test tools for both control and
experimental groups, identical in all aspects except for the non random
assignment of subjects. This is appropriate for a system where the study of a new
teaching method, for test on experimental basis may not be allowed due to a
specific program of classes scheduled every school year
 -adapted rubric was used in rating students speaking proficiency. Rubric was used
during the pre-test and post test

-50 teachers made speech questions for extemporaneous activity to identify

proficiency in terms of diction, intonation, stress and enunciation.

V Presentation and Interpretation

l. Participants were aware of the title and the purpose of the study. Researcher

identified mini-debate and panel discussion as activities employed for a week long

exposure. Students were told as activities employed for a weeklong

exposure. Students were told as a basis for testing, extemporaneous talk would be

employed

2. Administration of the Pre-test

The content of the pre-test was identical to the post –test

3. Exposure to group dynamics

After the pretest group dynamic of activities those that at the week

Long employment of the study

4. Giving the post-test

-After the series of activities designed for the conduct of the experiment a
post-test was administered

5. Data Analysis

The data gathered were summarized, translated and analyzed using the
mean scores for both pre-test and post-test
The weighed mean and standard deviation were used to describe the level
of speaking proficiency of students in the pre-test and post-test
 The dependent t-test and post-test mean scores as exposed to
dynamics respectively
The level of significance used in this study is the alpha level of .05

The result summarized as follows

1. The speaking proficiency pre-test and post test scores of students who were
Exposed to group dynamics are consistently higher after the treatment was
employed. The pre-test mean scores are 2.7838,2,7389.2.61316 and 2.5232
respectively. The pre-test mean scores are 3.3511,3.2162,3.0989 &3.0443

2. There is a significant difference between the speaking proficiency of

grade 9 students in pre-test and post-test who were exposed to group dynamics.

Vl Conclusion and Recommendations

1.There is a significant different in pretest scores of students when exposed to

group dynamics strategy

2. The students when exposed to group dynamics are performing consistently

higher in the post test than in the pre-test.

3. The group dynamics strategy is effective in enhancing the speaking proficiency

of Grade 9 students

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RECOMMENDATIONS

1. High school teachers or even College Instructors administering English subjects must

consider the use of group dynamics activities in teaching selected topics in English.

Variations in the use of the group dynamics and lecture with activity technique

can also be considered as a technique

 2. Further studies must be considered in incorporating group dynamics in the

teaching- learning process especially in othe disciplines that needs deeper

mastery.

3. School adminstrators must consider teachers; training on the use of group

dynamics to develop the skills in the application of the technique

Vl. BIBLIOGRAPHY

Bailey,K.M snf Dvag,L.(1994)eds..New Ways in Teaching Speaking,

AlexandriamVA:Tesol.

Brown,Douglas.(2001). Principle oflanguage Learning and Teaching(New

York:Prentice Hall .

Carter, R &McCathy,M.(2007)Cambri d Grammmaof Engllish: A Comprehensive

Guide-Spoken and Written English Grammar and Usage.Cambridge:
Cambridge University Press.

SUBMITTED BY:

MARY ANN B. ARAFOL

MASTER TECHER ll