Verbal Com Skills

Alitagtag Senior High School
ENHANCING VERBAL COMMUNICATION SKILLS OF GRADE 11

ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM)
STUDENTS IN ALITAGTAG SENIOR HIGH SCHOOL:
BASIS FOR A PLAN OF ACTION
A Thesis
Presented to
The Faculty of
ALITAGTAG SENIOR HIGH SCHOOL
Alitagtag, Batangas
In Partial Fulfillment
in the Requirements of the Academic Research 1
By:
Paulo, Eunice F.
Marinas, Daisy Marie G.
Seva, Jessa
Quitain, Lorraine L.
ACCOUNTANCY, BUSINESS AND MANAGEMENT
March 2019
ii
APPROVAL SHEET
This action research entitled ENHANCING VERBAL
COMMUNICATION SKILLS OF GRADE 11 ACCOUNTANCY,
BUSINESS AND MANAGEMENT (ABM) STUDENTS IN ALITAGTAG
SENIOR HIGH SCHOOL: BASIS FOR A PLAN OF ACTION prepared
and submitted by Eunice F. Paulo, Daisy Marie G. Marinas, Jessa
Seva, and Lorraine L. Quitain in partial fulfillment of the requirements
for the Academic Research has been evaluated and approved with a
grade of ___________________.
Date: March, 2019.
WILHEM D. SISCAR. Ed.D
Evaluator
Final Examination taken on March, 2019.
Rating ____________________________________________
Alitagtag Senior High School iii
ABSTRACT
Verbal communication skills is the ability to express thoughts and
opinions, as well as partaking ideas and concepts. It plays a very
significant role in people's daily lives since a person needs to
communicate to mainly put forth ideas. Therefore, globalization has
made it necessary for the aspirants to be proficient in this skill since it is
one of the essential skills to achieve both personal as well as
professional life.
This study was done to assess the level of verbal communication
skills of Grade 11 Accountancy, Business and Management (ABM)
students in terms of grammar, articulation, delivery, and
comprehension, the barriers encountered by the students in attaining an
articulate verbal communication, and to find out what plan of action may
be proposed to enhance the verbal communication skills of the students
in Alitagtag Senior High School.
This study also had an aim of coming up with suggestions and
recommendations on how to address and enhance the verbal
communication skills of the students. In order to do this, the researchers
used an interview, rubrics, and Focus Group Discussion (FGD) to
collect the data needed in order to answer the questions that this study
sought to answer.
The participants of this study were 10 Grade 11 ABM students in iv
Alitagtag Senior High School. The selection was done through random
sampling to be an unbiased representation of the participants.
The main findings of this study were that the level of verbal
communication skills of Grade 11 ABM students in Alitagtag Senior
High School is not that proficient. Factors like the use of native
language, limited vocabulary, thinking of the appropriate English term to
use, lack of confidence, unfamiliar words, difficult terms, and poor
English language skills limits their capability to be communicative
competent. This study also revealed that the problems that the students
encountered in attaining an articulate verbal communication includes
the fact that they are not used in speaking English language that leads
to being English deficient.
After analyzing the data gathered, majority of the students in
Alitagtag Senior High School were found out to be having difficulties in
verbal communication skills, specifically in using English language. With
this result, the researchers considered the most recommended strategy
by the participants to enhance their verbal communication skills which is
through a plan of action that will show the effectiveness of learning
while having fun. With this, the students will have positive perception
towards verbal communication skills using English language.
This study recommended that lecturers should encourage their

v
students to perceive English language as an easy language to learn.
This study also recommended that lecturers should encourage their
students to consult when in difficulties and that students should put
more efforts to improve their communication competence because
besides performing well in academics, it will go a long way to help them.

vi
ACKNOWLEDGEMENT
This research study is the realization of the long-awaited dream
which cannot be completed without the assistance of the eminent
people whom the researchers would like to explicit their compassionate
gratitude and appreciation:
First and foremost, the researchers would like to thank Dr.
Wilhem
D. Siscar for leaving an impression that Practical Research is fun and
interesting. Having these kind of mindset helped the researchers to
enjoy while finding out how to deal with the dilemma. The researchers
would also like to thank Dr. Siscar for his guidance and assistance. The
researchers believed that without his help, this paper would have never
been accomplished.
To the members of the panel of examiners for their comments
and suggestions given for the improvement of this work;
To the friends and classmates for the different interesting ideas
and opinions that have greatly satisfied their thoughts;
To the family and relatives for the undying support in all aspects,
most especially in financial aspect. The researchers would also like to
thank them for understanding and allowing the researchers to go home

late to fulfill their duties as a student. This study is impossible without
them.
vii
To the supportive teachers, school heads, and students of
Alitagtag Senior High School for supporting the researchers and giving
them the privilege to explore;
Above all, his profound gratitude to Almighty God, for the
blessings, strength, wisdom, guidance, care, and strong determination
to make this noble work possible.

Alitagtag Senior High School viii
DEDICATION
First of all, the researchers dedicated this study to Almighty God,
who gave them the strength and knowledge for everyday life.
To the researchers’ parents, for their understanding and undying
support morally and financially.
To the researchers’ friends, for motivating them to be strong
despite of the obstacles in life.
To the researchers’ teachers, for being the source of knowledge
and inspiration to do this study.

Alitagtag Senior High School ix
TABLE OF CONTENTS
Content Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT vi
DEDICATION viii
TABLE OF CONTENTS ix
Chapter I: THE PROBLEM
Introduction 1
Conceptual Framework 3
Statement of the Problem 5
Scope and Limitation 6
Significance of the Study 6
Definition of Terms 8
x
Chapter II: REVIEW OF RELATED LITERATURE
Conceptual Literature 11
Research Literature 20
Synthesis 33
Chapter III: RESEARCH METHOD AND PROCEDURE
Research Design 34
Subjects of the Study 35
Data Gathering Instruments and Procedures 36
Chapter IV: RESULTS AND DISCUSSION
Chapter V: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 44
Findings 44
Conclusions 47
Recommendations 47
BIBLIOGRAPHY 49
APPENDICES
CURRICULUM VITAE
CHAPTER I
THE PROBLEM
Introduction
Verbal communication plays a very important role in people’s
daily lives. A person needs to communicate to mainly put forth ideas.
Verbal communication is a necessary skill to achieve success in
personal as well as professional life. This supports the idea of Gentry et
al (2006) which states that, effective communication is identified in
some studies as the most important managerial skill. Therefore,
globalization has made it necessary for aspirants to be proficient in this
skill. However, there are some people that lacks in verbal
communication that leads to poor academic performance. Likewise, Flor
et al (2006) explained that, verbal communication has been recognized
as an interactive, social, and contextualized communicative skill. This
relates to Levinson (2006) argumentation that the human mind is
specifically adapted to engage in social interaction, or to be more
accurately referred to as homo interagens. Dutt (2008:28) added that, in
order to express an effective verbal communication, a person should
understand the message and give appropriate response.

2
As Kumaravadivelu (2006) mentioned, a successful
communication needs grammatical and linguistic competence.

However, the National Knowledge Commission (NKC 2007) stressed
out that, English has been part of the educational system for more than
a century, yet, English is beyond the reach of most people, which make
for highly unequal access. Coinciding with the statement, Howarth
(2006) indicated that, when asked what is the biggest problem that
learners face when speaking, they generally admit that they have a
great difficulty in trying to express what they want to say as they cannot
think of the words that they need to use to do so.
With regards to this, Alitagtag Senior High School (ASHS)
students specifically the Grade 11 Accountancy, Business and
Management (ABM), have been observed to lack in verbal
communication skills. The researchers of this study noticed that,
students are inactive during class discussions particularly when having
English language as the medium of instruction. In daily lectures, some
students cannot relate to the lessons due to lack of comprehension. In
addition to this, when it comes to recitations, there are only few students
who actively participate as well as in examinations where some of the
students misconceptualized the idea.
With observations, the researchers realized the importance of
English language most especially to students and the steep
disadvantages if the lack of skills is not addressed.

3
Conceptual Framework
The I.P.O. Model of Tyler is used to assess and determine the
verbal communication skills of Grade 11 Accountancy, Business and
Management (ABM) in Alitagtag Senior High School.
The first box represented the input which pertains to the level of
verbal communication skills of Grade 11 ABM students in terms of
grammar, articulation, delivery, and comprehension, and the barriers
encountered by the students in attaining an articulate verbal
communication. The second box showed the process used for data
gathering. The last box is the output where the researchers come up to
conduct a plan of action that would help the Grade 11 ABM students to
enhance their verbal communication skills.

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INPUT PROCESS OUTPUT
 Level of verbal
communication
skills of Grade 11
ABM students in
terms of:
1.1 Grammar
1.2 Articulation  Interview
1.3 Delivery Plan of Action
1.4 Comprehension  FGD
 Barriers
encountered by
the students in
attaining an
articulate verbal
communication
Figure 1.1
Presentation of the process of enhancing verbal communication
skills of Grade 11 Accountancy, Business and Management (ABM)
students in Alitagtag Senior High School

Alitagtag Senior High School 5
Statement of the Problem
Verbal communication is a necessary skill to achieve success in
personal as well a professional life, therefore, globalization has made it
necessary for the aspirants to be proficient in this skill. Thus, this study
was conducted to assess the level of verbal communication skills of
Grade 11 ABM students in ASHS of which will be the basis for a plan of
action.
This study sought answers to the following questions:
1. What is the level of verbal communication skills of Grade 11 ABM
students in terms of:
1.1 Grammar
1.2 Articulation
1.3 Delivery
1.4 Comprehension
2. What are the barriers encountered by the students in attaining an
articulate verbal communication?
3. What plan of action may be proposed to enhance verbal
communication skills?
Scope and Limitation of the Study
This study focused on assessing the level of verbal
communication skills of Grade 11 ABM students in ASHS during the
school year 2018-2019. The aspects that have been contemplated
include the verbal communication skills of students in terms of
grammar, articulation, delivery, and comprehension, and the barriers
encountered by the students in attaining an articulate verbal
communication.
An interview was conducted wherein 10 students from Grade 11
ABM will be the participants of this study. The data that was gathered
was assessed through a rubrics. In accordance to this, FGD was
initiated as part of the process in coming up with a solution on how to
enhance verbal communication skills which is through a plan of action.
This did not cover other skills that are not related to the study and
is exclusive to Grade 11 ABM students only.
Significance of the Study
The result of this study is applicable to enhance the verbal
communication skills of students. Hence, the findings of this study will
be of great importance to the teachers, students, parents, researchers,
as well as to the future researchers of the same study.

To the teachers, they can come up with an idea on how to
enhance the students’ verbal communication skills and assess the
students’ improvements afterwards. With this, they will be able to
evaluate the students’ competency in communicating using English
language.
To the students, this study will help them to increase their
knowledge regarding verbal communication skills and will be able to
deal with the barriers in effective verbal communication. Furthermore,
this will help them to maintain successful business relationships in the
future.
To the parents, they can support the school administration in
implementing activities or programs that will help in enhancing their
children’s verbal communication skills. Apart from this, they can also
follow up the outcomes after conducting the plan of action.
To the researchers, this study will enable them to better
understand the root cause of the problem. It will also help them to
enhance their skills in coming up with a solution.
To the future researchers, this study will serve as reference for
the future studies related to this topic.

Definition of Terms
For the clarity and understanding of this study, the following terms
are defined conceptually and operationally:
Verbal communication is the absolutely indispensable
leadership discipline (The Power of Communication, Helio Fred Garcia,
2012). In this study, verbal communication skills refers to the ability to
express thoughts and opinions, as well as partaking ideas and
concepts. This is also the main focus of the study.
Grammatical competence is the knowledge of language stored
in a person’s mind (Cook, 2008). In this study, grammatical competence
pertains to the ability to use grammar effectively.
Linguistic competence is the content, or substance, of the
native speaker’s unconscious linguistic knowledge by virtue of the
capability of linguistic performance (The Conduct of Linguistic Inquiry: A
Systematic Introduction to the Methodology of Generative Grammar,
Walter de Gruyter & Co KG, 2017). In this study, linguistic competence
refers to the ability to use language effectively.

English deficiency is the insufficient knowledge in English
language (Collin’s Dictionary). In this study, English deficiency pertains
to the lack of skill to understand and use English language.

9
Grammar is the sedimented (i.e., grammaticized) recurrent
partials whose status is constantly being renegotiated in speech and
which cannot be distinguished in principle from strategies for building
discourses (Grammar, Meaning, and Pragmatics Volume 5 of
Handbook of Pragmatics Highlight, Frank Brisard, Jan-Ola Östman, and
Jet Verschueren, 2009). In this study, grammar refers to the study of
words, their functions and relations in a sentence.
Articulation is the transmission of refine sound of voice (It’s the
Way You Say It: Becoming Articulate, Well-spoken and Clear, Carol A.
Fleming, 2013). In this study, articulation pertains to the act or manner
of uttering words clearly.
Delivery is the understanding to work primarily through emotional
appeals (The Language of Delivery and the Presentation of Character:
Rhetorical Action in Demosthenes’ Against Meidias, James Fredal,
2007). In this study, delivery refers to the act of conveying words.
Comprehension is the additional knowledge a person acquired
from various ways (Young Meaning Makers – Teaching
Comprehension, Grades K-2 Common Core State Standard in Literacy,
D. Ray Reutzel, Sarah K. Clark, Cindy D. Jones, Sandra L. Gillam,

2016). In this study, comprehension pertains to the capability to
understand something.
10
Plan of action is the structure of events constructed according to
specified formation rules (Theoretical Aspects of Reasoning About
Knowledge, Joseph Y. Halpern, 2014). In this study, plan of action
refers to the detailed plan outlining actions to enhance the verbal
communication skills of Grade 11 ABM students.

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of conceptual and research
literature and synthesis.
Conceptual Literature
Communication Skills. As mentioned in Business Dictionary,
communication skills is the ability to convey information to another
effectively and efficiently. A person who can communicate well
integrates more easily, resulting in an increasing level of efficiency and
productivity. Global competitiveness and increased knowledge-
sharing have accelerated the importance of communication skills. It has
been identified by the American Secretary’s Commission on
Achieving Necessary Skills (SCANS) report as one of the essential
competencies necessary to succeed. This proves the indispensable role
played by the communication skills in achieving success.

According to World Conference on Educational Sciences, the
contemporary society is characterized by an intensive cultural and
professional exchange which is facilitated by the mastering of at least 13
one international language. The capacity to express oneself freely in an
international language both in professional and in everyday contexts is
the first step towards one’s all lifelong personal and professional
development. The increasing importance of interpersonal skills both to
personal well-being and to effectiveness in professional practice is
reflected in the burgeoning research literature on skilled communication
(Psychology Press). According to Intellectual and Policy Foundations,
along with interpersonal and collaborative skills, communication skills
figure prominently among those identified as “21st century”. Specifically,
expressing thoughts clearly, crisply articulating opinions, communicating
coherent instructions, motivating others through powerful speech —
these skills have always been valued in the workplace and in public life.
Verbal communication skills. Verbal communication is considered as
the start of a general communication. It is the most widely spread used
method and is used in day to day life (Oral Communication Research
Paper, Badne A.G.) It is fueled by the facts that people differ in
their social proficiency and that the quality of one’s communicative
performance has significant impact on professional and personal
success and satisfaction (Oxford Research Encyclopedia). Verbal
communication is the act of sharing information between individuals by

the use of speech. Any interaction that makes use of spoken words is
considered as verbal communication. It is an integral part of the
business world. Oral communication used within an organization
includes personal discussions, staff meetings, telephone discourse,
formal and informal conversations and presentations.

13
Outside of the organization, verbal communication may take the
form of phone calls, face-to-face meetings, speeches, teleconferences,
or video conferences. Business managers having effective verbal
communication skills can communicate more precisely with their
subordinates. Similarly, employees having excellent communication
skills are highly valued and demanded in any organization.
Verbal communication helps us meet various needs through our
ability to express ourselves. In terms of instrumental needs, we use
verbal communication to ask questions that provide us with specific
information. We also use verbal communication to describe things,
people, and ideas. Verbal communication helps us inform, persuade,
and entertain others, which as we will learn later are the three general
purposes of public speaking. It is also through our verbal expressions
that our personal relationships are formed. At its essence, language is
expressive. Verbal expressions help us communicate our observations,
thoughts, feelings, and needs.

When we express thoughts, we draw conclusions based on what
we have experienced. In the perception process, this is similar to the
interpretation step. We take various observations and evaluate and
interpret them to assign them meaning (a conclusion). Whereas our
observations are based on sensory information (what we saw, what we
read, what we heard), thoughts are connected to our beliefs (what we
think is true/false), attitudes (what we like and dislike), and values (what
we think is right/wrong or good/bad). Jury members are expected to
express thoughts based on reported observations to help reach a
conclusion about someone’s guilt or innocence. A juror might express
the following thought: “The neighbor who saw the car leaving the night
of the crime seemed credible. And the defendant seemed to have a
shady past—I think he’s trying to hide something.” Sometimes people
intentionally or unintentionally express thoughts as if they were feelings.
For example, when people say, “I feel like you’re too strict with your
attendance policy,” they aren’t really expressing a feeling; they are
expressing a judgment about the other person (a thought).
Grammar. To obtain an effective communication skills, an individual
should pay attention to some factors that must be
considered. Grammar is one of the significant factor of verbal
communication skills. Grammar develops accuracy in communication as
it forms the mind to habits of order and clearness; concurrently with
logic and rhetoric, it accustoms learners to accuracy of language, and

hence, to accuracy of thinking (Marcel, p. 424). In addition to accuracy,
grammar learning can make the internalization of syntactic system
become easier. Hence, it improves the development of fluency
(Hinkel and Fotos, p. 10).
Vocabulary development plays a vital role in being 15
grammatically competent. It is a process of acquiring new words to
use in daily life, and more specifically, the basis for learning any
language. Vocabulary development focuses on helping students learn
the meaning of new words and concepts in various contexts and across
all academic content areas. Therefore, vocabulary knowledge, including
both oral and written vocabulary, is critically important for a child’s
success in school (Kamil et al, 2011). It makes transition from an
intermediate to a more advanced level of language proficiency.
However, many learners appear to have reached a learning plateau
in relation to vocabulary. This may be seen in the overuse of lower-
level vocabulary and failure to acquire more advanced-level
vocabulary, as well as limited awareness of collocational usage. In
terms of the quantitative dimension of vocabulary learning,
vocabulary development can be thought of as involving acquisition
of a core vocabulary that is common to many different domains,
genres, and text types. In addition, learners build up more
specialized vocabulary related to their own needs and fields of
interests, whether these be academic, occupational, or social.

According to National Reading Panel of the National Institute of
Child Health and Human Development (NICHD, 2013), vocabulary
knowledge is an essential skill that students need to improve through
reading performance. In fact, there is strong evidence to support
providing vocabulary instruction not only to improve students’ reading
comprehension and writing quality, but also their listening vocabulary
and their speaking vocabulary (Joshi, 2010 and Kame’enui & Bauman,
2012). 16
Articulation. In a general way, articulation is held to be a distinctive
character of our spoken speech, as contrasted both with our own
inarticulate utterances (The American Journal of Philology, Vol. 2 No.
7). It is the act of expressing something in a coherent verbal form, or an
aspect of pronunciation involving the articulatory organs. Being
articulate in communication is assumed to be strongly correlated with
intelligence, good education and a general sign of capability.
Being articulate – being able to speak easily and clear – is an
essential business skill because it brings clarity to any given situation.
Clarity enables other people to make decisions and apply their
resources to a problem. In the modern organizational context, this is
paramount. Not being articulate, stutters or speak, especially the
first part of a word, with difficulty, or pausing before it or repeating it
several times means that knowledge, experience and problem-solving
can’t be shared or applied, which is the same as not adding value.

Delivery. Delivery is the act of conveying words (Longman Dictionary,
2011). As cited by Bailey (2012), delivery is an interactive process of
constructing meaning that involves producing and receiving and
processing information. It is often spontaneous, open-ended and
evolving. It means that delivery is one of the productive skill, which is
defined as an ability of language orally. 17
Delivery skills is one of the most important goal in language
learning. It is important because people are stating their thought in their
native language through spoken language. As stated by Celce-Murcia
(2011: 103), for most people, the ability to deliver a language is
synonymous with knowing that language since speech is the most basic
means of human communication. He also mentioned that, mastering
delivery skills in a second or foreign language is not easy. It is because
delivery is an oral language expression which involves other language
elements such as grammar, rhythm, fluency, pronunciation, and
intonation. He also supported that, in order to be able to master delivery
skill, language learner need to be fluent in speaking English language.
Therefore, students are expected to practice both in fluency and
accuracy. Furthermore, Bailey & Savage (2011) said that, delivery is an
activity requiring the integration of many subsystems. All these factors
are combined to make delivery of second or foreign language a
formidable task for language learners yet for many people, delivery is
seen as a central skill.

Comprehension. A person needs to understand the meaning of critical
words they will be reading to promote comprehension. However, there
are people with learning disabilities that often struggle with
comprehension because they do not have sufficient vocabulary which is
a prerequisite to their understanding and retention of content-area texts.
Students with learning disabilities may have weak oral language skills
which directly impacts their vocabulary development. A limited
vocabulary hinders a student’s ability to be successful in
comprehending grade level text, participating in classroom discussions,
and doing well on assignments, quizzes and tests. Since there is a
strong relationship between vocabulary knowledge and reading
comprehension, limited vocabulary knowledge can negatively impact
the development of a person’s reading comprehension skills.
These deficiencies often increase over time, making the need for
explicit vocabulary instruction even more pressing for students with
language deficiencies due to learning disabilities or problems with
language acquisition. Vocabulary development and the role it plays in
reading skills acquisition have received much less attention than
decoding and comprehension strategies. According to Kamil et al
(2011), individuals with poor vocabulary have difficulty understanding
written text. Furthermore, students with poor vocabulary knowledge
read less and acquire fewer new words, while students with better
vocabulary knowledge read more and improve their comprehension (the

Matthew Effect). In order to help them learn word meanings
independently, an explicit instruction on important words from text and
teaching students strategies should be provided through developing
vocabulary (Loftus & Coyne, 2013). This might as well increase both
oral and written vocabulary development of students that will also
enable them to comprehend more complex grade level text. 19
Challenges encountered by the students in attaining articulate
verbal communication. Despite of the increasing importance placed
on communication skills, many individuals continue to struggle with the
inability to communicate their thoughts and ideas effectively in verbal
format. An individual who can’t communicate effectively can’t compete
in the modern world. Poor communication skills make it nearly
impossible to academic accomplishments and career progression. This
is why teaching effective communication skills must serve as the
cornerstone for any program preparing young people for the 21st
century.
According to Brice (2012), it has been established that learners
with communication disorders have serious deficits in their ability to
communicate. Usually a communication disorder occurs in one’s ability
to use language, speech and hearing. Language difficulties are
summarized into spoken language, reading and writing difficulties.
Speech disorders centre on articulation and phonology, fluency
(stuttering), and voice challenges. Hearing difficulties express

themselves in speech problems as in articulation/voice and language
problems.
Research Literature
20
Generally, communication can be defined as a process of
exchanging information, from the person giving the information through
verbal and non-verbal methods, to the person receiving the information.
The most common method of communication is verbal, using a specific
language where it is a two-way process, with feedback on the message
received. Communication also involves the exchange of ideas, opinions
and information with a specific objective. Apart from oral
communication, information can also be exchanged using symbols or
signage. Communication has also been defined as sharing and giving
meaning occurring at the same time through symbolic interactions
(Seiler & Beall, 2012). Communication has been said to start when a
message or information is transferred from the sender (the speaker,
writer) to the receiver (listener, reader) through an instrument or
channel, and followed by the receiver giving feedback (coding and
interpreting the information; Masri, 2014). Based on these definitions,
elements of communication include the person giving the information,
the information and feedback by the receiver, and the repetition of these
processes creates knowledge development.

Previous research on communication skills among university
students have been reported by Ihmeideh, Ahmad, & Dababneh (2010)
and Cleland, Foster, & Moffat (2012). They found that a positive
communication environment provides opportunities to students to learn
how to communicate, and thus, have better communication skills.
Therefore, university 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 (of the
information) can understand and practice the skills. Further,
communication will be more meaningful if the physical, spiritual and
social factors are taken into account during the communication process.
As a university student who is getting ready to start on their
chosen career, he or she should take the opportunity in any activities
that developed communication skills in a wider and complete aspect so
that communication skills can be fully developed. Students need to put
in effort to develop their communication skills to be able to succeed in
their chosen profession (Ihmeideh et al, 2010). There are many types of
communication skills, but generally it involves oral and written skills.
Helmi (2012) proposes that there are essentially three types of
communication, which are interpersonal communication, management
communication (communication in a group), and public communication
(speech making).
In addition to this, Gentry et al (2012) stressed out that, effective
vcommunication is identified in some studies as the most important
managerial skill. Accordingly, verbal communication dominates
assurance of learning standards and is frequently cited as one of the
most desired graduate employability skills. In accordance to
this, Gogovi, Gborsong, Yankah, & Essel (2012) agreed that, the study
of communication skills would not only be useful to students by
enhancing their academic performance but would be of immense help in
the job market. This helps in understanding that, a sense of personal
identity is achieved through negotiation with others (Postmes et al,
2010: 226). Studies have shown a clear and positive relationship
between effective interpersonal skills and a range of benefits such as
great happiness in life, resilience to stress and psychosocial problems,
and enhanced academics and professional achievements (Mü Iler,
Peter, Cieza, et al., 2015; Hargie, 2017).
In order to effectively communicate, an individual should regard
some essential aspects, which comprises grammar. According to Clark
(2010), a proper use of grammar is a sign of respect, both for speakers
and listeners. When a person has excellent grammar skill, that person
will know how to organize and express the ideas in his mind without
difficulty. As a result, that person will be able to speak, read or write a
language in a smooth and skillful way. Thus, Clark (2010) added
that, as the world becomes more technologically inclined, good

grammar seems to go to the sideway. This, at the same time states
that, the development of social network and technology causes people
to become grammatically lazier which leads to poor grammatical skill.

23
Another factor is articulation. The term articulation generally
refers to the motor processed involved in the execution of movements
for speech production of sounds (Bauman-Waengler, 2013). It is
important to be able to produce sounds, words and sentences which are
clear and can be easily understood and interpreted by others in order to
be able to express basic needs and wants, right through to being able to
engage in complex conversations. Bloodstein and Bernstein Ratner
(2011) suggested that, there is a rather pronounced tendency of
stutterers to have functional difficulties of articulation, ‘immature’ speech
and the like (p. 226) which leads to misinterpretation of words and
difficulty in understanding.
The process of communication generally involves four elements,
which are the speaker, the receiver, communication channel and
feedback. A few researchers have defined communication as verbal
communication, written communication, non-verbal communication,
listening and giving feedback (Najmuddin, 2010).
At the same time, Idris (2010) proposes that communication as a
non-verbal skill, giving feedback, presenting ideas verbally and in
written form, doing presentations and negotiating to achieve a goal and

getting support/agreement. In our globalized world, university students
need to master communication skills in different cultural contexts
(Penbek, Yurdakul, & Cerit, 2011). Harlak et al. (2014) proposes that
university students be exposed to activities that can develop their
communication skills starting from their first year at university. Hence,
universities must provide many more activities to develop the students’
communication skills in order to meet the challenges of the globalized
world. Therefore, the aim of this study was to investigate the level of
communication skills (oral, written and social skills) among local
university students.
24
Although the overall communication skills among university
students are good, there are still certain aspects that are not up to the
expectations of potential employers (Misdi et al, 2010). Therefore, skills
under a few sub-constructs that need to be improved. Communication
skills should be cultivated in every course and lecturers must play a
more significant role. Lecturers must give constructive feedback on
students’ presentations and communication skills wherever possible. On
the other hand, students must actively participate in every activity that
develops their communication skills.
Ilmeideh et al. (2010) reported that the attitudes towards
communication skills among university students are high. This means
that it is easier for universities to develop their communication skills
through appropriate activities. Positive environments for communication

provide opportunities for students to practice their communication skills
and participate in active learning. With this, lecturers should create as
many learning activities as possible to stimulate the provide opportunity
for students to practice and horn their communication skills.

25
Though multifaceted, communication is a fundamental process
for human interaction (Yilmaz, Kumcagiz, Balci-Celik & Eren, 2011;
Lies, 2012). It is the conveyance or exchange of information, ideas,
feelings and attitudes from an entity (sender) to another (receiver) with
specific intentions using verbal approaches (Iksan, Zakaria, Meerah,
Osman, Lian, Mahmud & Krish, 2012; Duta, 2015; Syarief, Genoveva,
2015). Communication is an essential skill required for virtually any
profession (Duta, 2015). The process of communicating within
organizations is called internal communication. It is a complicated
process and consists of top management communication to employees,
vertical communication between a supervisor and a subordinate, and
horizontal communication among employees in the organization
(Furuya, 2012, p. 2).
A significant requirement for the success of any organization is
the effectiveness of its internal communication; however, it has been
more than none underestimated (Constantin & Baias, 2015) with
marginal consideration given to what employees crave to be informed
about (Ruck & Welch, 2012). According to Chen (2008), internal
communication is a management tool that aids in the identification,

establishment and maintenance of employer-employee relationships; it
is thus critical for organizational survival. Furuya (2012) expressed the
existence of substantial empirical evidences that show a significant
relationship between internal communication and variables such as trust
and organizational commitment; this was also buttressed by Constantin
et al. (2015) who stressed that only an effective internal communication
could aid in building employee commitment and trust in management.
And as would be established in subsequent sections, trust and
commitment within organizations are strongly correlated to personnel
ethical behavior.
26
Communication skills is the foundation of language learning from
which effective speaking, writing, and reading emerged and it is the
bedrock of human language learning (Tortor,
2006). Kementerian Pengajian Tinggi Malaysia (2006) states that,
communication skills are components of generic skills that have been
identified as a focus at universities.
Verbal communication as mentioned by Flor etal (2006), has
been recognized as an interactive, social, and contextualized
communicative skill. Hannawa & Spitzberg (2015) added that,
communication is vital for the health, relationships, and indeed to all the
activities in which individuals engage as functioning humans. This
relates to Levinson (2006) argumentation that the human mind is
specifically adapted to engage in social interaction. Mohanty (2009)

mentions the importance of organizations that place quite a lot stress on
good communication skills. Ihmeideh, Ahmad, and Dababneh (2010)
supported that, a positive communication environment provides
opportunities to learn how to communicate, and thus, have better
communication skills.Dutt (2008:28) added, that in order to express an
effective verbal communication, a person should understand the
message and give appropriate response.

27
In the globalized world, students needs to master communication
skills in different cultural contexts (Penbek, Yurdakul, & Cerit, 2009).
Ihmeideh et al (2010) stated that, students need to put in effort to
develop their communication skills to be able to succeed in their chosen
profession. As Kumaravadivelu (2006) mentioned, a successful
communication needs a grammatical and linguistic competence.
In order to attain this kind of competence, the use of English as a
Second Language (ESL) or Foreign Language (EFL) in verbal
communication is, without a doubt, one of the most common but highly
complex activities necessary to be considered since we live at a time
where the ability to speak English fluently has become a must,
especially who want to advance in certain fields of human endeavor (Al-
Sibai, 2008, p.3). This indicates that using a language is more important
than just knowing about it because there is no point in knowing a lot
about language if you can’t use it (Scrivener, 2006, p.146).

Oral language acquisition is a natural process for children. It
occurs almost without effort. The ability to speak grows with age, but it
does not mean that such growth will automatically lead to perfection. To
speak in more effective ways requires particular attention and constant
practice. Speaking fluency appears to develop with increased exposure
to second language (L2) input (Al-Sibai, 2008). Input refers to the
language data which the learner is exposed to (Zhang, 2009). Although
it is widely recognised that input is very essential for language
acquisition, it is not sufficient if not followed by interaction and output
(the language a learner produces) because the processing of
comprehension is different from the processing of production, and the
ability to understand the meaning conveyed by sentences differs from
the ability to use a linguistic system to express meaning. When input is
negotiated and learners produce output in interaction, they selectively
take in portions of comprehensible input and choose a correct linguistic
form to express themselves. This process makes it possible for the
learners to internalise what they have learned and experienced (Zhang,
2009).
29
For language learning to take place, there are four conditions that
should exist. They are the exposures, opportunities to use the
language, motivation, and instruction. Learners need chances to say
what they think or feel and to experiment in a supportive atmosphere
using language they have heard or seen without feeling threatened

(Willis, 2006, p.7). A fact that is highlighted by second language
research is that progress does not occur when people make a
conscious effort to learn. Progress occurs as a result of spontaneous,
subconscious mechanisms, which are activated when learners are
involved in communication with the second language. The
subconscious element demands a new range of activities, where
learners are focused not on the language itself but on the
communication of meaning. It was also argued that, in a communicative
task, the students’ attention should be focused on the content of what
they are saying, rather than the form. They should use a wide variety of
language. According to Ellis (2008), this can be done by involving
learners in performing two types of communicative tasks: focused
communicative tasks and unfocused communicative tasks. Both of
these tasks seek to engage learners in using language pragmatically
rather than displaying language. They seek to develop language
proficiency through communication where learners can integrate
separate structures into a creative system for expressing meaning.
However, the National Knowledge Commission (NKC,
2007) stressed out that, English has been part of the educational
system for more than a century, yet, English is beyond the reach of
most people, which make for highly unequal access. According
to Acquah (2006) and Tortor (2006), students hardly practice English
language by speaking. Coinciding with the statement, Howarth (2006)

indicated that, when asked what is the biggest problem that learners
face when speaking, they generally admit that they have a great
difficulty in trying to express what they want to say as they cannot think
of the words that they need to use to do so.

30
Speaking difficulties to EFL Learners, Zhang (2010) 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. According to Ur (2012), there are many factors that cause
difficulty in speaking: 1. Inhibition. Students are worried about making
mistakes, fearful of criticism, or simply shy. 2. Nothing to say. Students
have no motive to express themselves. 3. 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. 4. Mother-tongue use. Learners who share the same mother
tongue tend to use it because it is easier and because learners feel less
exposed if they are speaking their mother tongue.

31
In addition, Rababa’ah (2010) pointed out that, there are many
factors that cause difficulties in speaking English among EFL learners.
Some of these factors are related to the learners themselves, the
teaching strategies, the curriculum, and the environment. For example,
many learners lack the necessary vocabulary to get their meaning
across, and consequently, they cannot keep the interaction going.
Inadequate strategic competence and communication competence can

be another reason as well for not being able to keep the interaction
going. Some learners also lack the motivation to speak English. They
do not see a real need to learn or speak English. Actually, motivation is
the crucial force which determines whether a learner embarks in a task
at all, how much energy he devotes to it, and how long he preserves.
The development of communicative skills can only take place if learners
have the motivation and opportunity to express their own identity and
relate with the people around them. Teaching strategies also contribute
to this problem as they are inadequate, and they do not put emphasis
on speaking, which results in a meagre development of this skill.
Besides, vocabulary items are taught in isolation, and listening materials
are not used by the majority of school teachers because of the large
number of teachers compared with the number of cassettes available.
Teacher-training programs were found to be not very successful in
changing the teachers’ methodology (Rababa’ah, 2010). Furthermore,
all the other subjects and English is seen as an academic subject only,
which means exposure to the English language is insufficient. The lack
of a target language environment can be considered another problem,
which of course results in a lack of involvement in real-life situations.
Not allowing learners to participate in discourse can be another reason
for speaking difficulties. Children need both to participate in discourse
and to build up knowledge and skills for participation‖ in order to learn
discourse skills. Furthermore, language is best learned when the

learners’ attention is focused on understanding, saying and doing
something with language, and not when their attention is focused
explicitly on linguistic features. Littlewoods (2012) argued that some
teachers use L1 for class management. Nevertheless, this can be
another factor that contributes to the problem of speaking difficulties.
This is because using L1 means sacrificing valuable opportunities for
well-motivated foreign use. In addition, it tends to devalue the foreign
language as a vehicle for communication. Learners see it as allocated
to communicatively nonessential domains such as drills or dialogue
practice, while the mother tongue remains the appropriate medium for
discussing matters of immediate importance. Another main reason for
other teachers to use L1 is vocabulary and grammar. Although their
attitudes are of disagreement with L1, this is not reflected in their
practice (Al-Busaidi, 2011).

Synthesis
The study of Tortor and Kementerian Pengajian Tinggi Malaysia
is similar in this study in terms of having the perspective that
communication skills are components of generic skills that have been
identified as a focus at universities.
The study of Flor et al, Hannawa & Spitzberg, Levinson,
Mohanty, Ihmeideh, Ahmad, & Dababneh, and Dutt have similarity in
this study in terms of believing that verbal communication skills is a
necessary skill in this globalized world.
The study of Penbek, Yurdakul, & Cerit, Ihmeideh et al,
Kumaravadivelu, National Knowledge Commission, Acquah, Tortor,
and Howarth are similar in this study which states that having positive
perspective towards English language helps a lot in fast learning of the
students.
The study of Gentry et al, Gogovi, Gborsong, Yankah, and Essel,
Postmes et al, Mü Iler, Peter, Cieza et al, and Hargie have similarity in
this study in terms of agreeing that communication skills would not only
be useful to students by enhancing their academic performance but
would be of immense help in the job market.
The study of Clark, Bauman-Waengler, and Bloodstein and
Bernstein Ratner are similar in this study in terms of believing that a
proper use of grammar is a sign of respect.

CHAPTER III
RESEARCH METHOD AND PROCEDURE
This chapter provides a brief description of the method of
research, the subjects of the study, the data gathering instrument, the
data gathering procedure, and the qualitative ways to be employed for
the analysis of data.
Research Design
This study is a qualitative research specifically a
phenomenological study. This was done through an interview and
Focus Group Discussion (FGD) to come up with a plan of action to
enhance the verbal communication skills of Grade 11 Accountancy,
Business and Management (ABM) students in Alitagtag Senior High
School (ASHS).
34
According to Arora & Stoner (2009), using a qualitative research
methodology is to collect information and get more detailed picture of
issues, cases, or events. Just like all scientific research, qualitative
research is a method that seeks answers to questions and involves the
collection of evidence. In order to achieve qualitative research, many
researchers rely on qualitative research software for analyzing interview
and focus group transcripts (Besley & Roberts, 2010), news coverage
(Entman, 2010), social media content (Cogburn & Espinoza-Vasquez,
2011), discourses (Pollach, 2012), and many other types of qualitative
data.
L. Finlay (2009) stated that, a phenomenological research
characteristically starts with concrete descriptions of lived situations,
often first-person accounts, set down in everyday language and
avoiding abstract intellectual generalizations. The researcher proceeds
by reflectively analyzing these descriptions, perhaps ideographically
first, then by offering a synthesized account, for example, identifying
general themes about the essence of the phenomenon. Importantly, the
phenomenological researcher aims to go beyond surface expressions
or explicit meanings to read between the lines so as to access implicit
dimensions and intuitions.
As stated by Kiefer (2016), unstructured data such as texts,
speech, videos and pictures do not come with a data model that
enables a computer to use them directly.
Subjects of the Study
The participants of this study were 10 Grade 11 Accountancy,
Business and Management (ABM) students in Alitagtag Senior High
School.
35
Since focus groups are discussions among people with similar
characteristics, it is important to ensure that the participants have

something in common. Therefore, the participants of this study were
Grade 11 ABM students who shared the same background or
experiences regarding verbal communication skills.
Data Gathering Instrument and Procedures
To gather the needed information, the researchers conducted an
interview to some Grade 11 ABM students of Alitagtag Senior High
School and referred to the equivalent rubrics afterwards to assess the
level of verbal communication skills. Prior with the interview, the
researchers sought permission from the top management on the
purpose of the study. They further explained that the responses of the
participants will be treated with utmost confidentiality. After granting the
request, they sent an appointment to each Grade 11 students in their
most favorable and convenient time in a sense that their duties in
school as students were not compromised. They also explained that the
interview session will be recorded to easily transcribe the information
needed in the study. The questions in the interview were in English
language so that the researchers will be able to assess the level of
verbal communication skills of the participants. The recorded interview
was translated verbatim.
Focus Group Discussion. This was done to verify the
responses obtained from the interview. The challenges encountered in
this research were further discussed in FGD.

Agenda. This was prepared to have an organize focus group
discussion.
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the analysis and interpretation of data

Regarding verbal communication skills.
1. Level of Verbal Communication Skills of Grade 11 ABM
Students in Alitagtag Senior High School
The level of verbal communication skills of Grade 11 ABM
students in Alitagtag Senior High School is assessed by this study in
terms of students’ competency in grammar, articulation, delivery, and
comprehension. In the interview, the participants were asked how fluent
are they in speaking English language. The participants said that, “We
are not that fluent in speaking English language because we prefer to
use native language most of the time which makes it hard for us to use
English language”.
1.1 Grammar
When the participants were asked if they have any troubles in
constructing statements in English, they stated that, “Having limited
vocabulary is one of the factors why we have troubles constructing
statements in English because having limited vocabulary also limits our

capability to communicate using English language. Therefore, we are
being in hesitant to socialize with others.”
37
1.2 Articulation
During the interview, the participants were asked if they stutter or
make “uhm” type of sound when speaking. They claimed that, “One of
the reasons why we stutter is due to our limited vocabulary as well.
Since we have limited vocabulary, we stutter or take a pause to think of
the appropriate English term to use.”
1.3 Delivery
When the participants were asked if there are any factors that
affects way they deliver English statements. They mentioned that, “One
of the factors that affects the way we deliver English statements is the
lack of confidence. Since we have limited vocabulary which results to
being inarticulate, we also tend to lack the confidence to deliver English
statements because we are afraid to get criticized or humiliated.”
1.4 Comprehension
During the interview, the participants were asked if do they
interpret
the statements the way it should be interpreted. The participants
stressed out that, “One of the reasons why we misinterpret some
English statements is due to unfamiliar words. Since we have limited

vocabulary, some English words are unfamiliar to us which leads to
misconceptualization of the ideas.”
2. “Difficult terms”. The participants pointed out that they
somehow
38
understand the class discussions having English language as the media
of instruction however, they are not that active when it comes to class
recitations because catching up with the difficult terms took them so
long to construct the idea that they wanted to share in the class.
3. “Poor English language skills”. The participants believed that
they are not that competent in using English language in communicating
due to their preference to use and speak their native language.
According to them, they are able to understand simple English
statements however, when there are unfamiliar words to them, they no
longer get the idea of the statement. They also insisted that they are
able to construct English sentences however, they are not sure if the
grammar is correct.
These data gathered are in conformity with Ur (2012) study
stating that, there are many factors that cause difficulty in speaking: 1.
Inhibition. Students are worried about making mistakes, fearful of
criticism, or simply shy. 2. Nothing to say. Students have no motive to
express themselves. 3. 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.
4. Mother-tongue use. Learners who share the same mother tongue
tend to use it because it is easier and because learners feel less
exposed if they are speaking their mother tongue.
2. Barriers Encountered by the Students in Attaining an
Articulate Verbal Communication
1. “Not used to speaking English language”. The participants

39
stated that one of the factors why they are having a hard time using
English language is because they are not used to it. They stressed out
that, although they have English subject since primary school, they only
use it inside the class and use their native language outside when
communicating.
2. “English deficient”. The participants claimed that one of the
biggest problems they have encountered in communicating using
English language is being English deficient. They pointed out that,
being English deficient itself is a hindrance to academic
accomplishments and career progression.
These are all in accordance to Arner (2012) study claiming that,
the main difficulty in learning a foreign language is being gradually
exposed to the native language such that the brain is unable to absorb
new sounds, rhythms, and tones to fit them into a new way of referring
to ideas.
3. Plan of Action
A plan of action is a detailed plan outlining actions needed to
reach
one or more goals.
This plan of action comprises the proposal projects to enhance
the verbal communication skills of Grade 11 ABM students in Alitagtag
Senior High School S.Y. 2019-2020.
Based on the data gathered, the best way to enhance the verbal
40
communication skills of the students is to have activities and programs
that will not only address their lack of skills but will also entertain them.
This is in agreement with Loffus & Coyne (2013) study stating that,
students tend to learn faster when they are having fun with what they’re
doing.
PROPOSED PLAN OF ACTIVITIES for Academic Year 2019-2020
Project Objective Strategy Time Persons Success

Title Involved Indicator
frame
Orie To increase Students Once Students Increased
the will be a year knowledge
ntati Teachers
awareness recalling the
of the basics of School
on
students verbal head
regarding communicat
verbal ion skills
communicati and will be
on skills oriented
specifically additional
English knowledge
language and its
importance
“One Term To develop Students Every Students Vocabulary
a Day, and will be day develop-
Teachers
Vocabulary increase the defining one ment
to Gain” vocabulary term in School
of the class head
students
Comprehen To assess Students Every Students Improved
-sion the will be week comprehen-
Teachers
Assess- comprehen- reading sion skills
ment sion skills of English School
Through the students literatures head
Reading and take
Program comprehen
sion
assessment
s afterwards
Communi- To Training for Every Students Posit
cation Skills capacitate students to quar- ive
Teachers perc
Training students apply their ter
eptio
with skills to learnings
n
be proficient School towa

in verbal head rds
communicati Engli
sh
on skills
lang
specifically uage
English
language
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, conclusions, and
recommendations of the study.
Summary
This study assessed the enhancing of verbal communication
skills
of Grade 11 ABM Students in Alitagtag Senior High School. Specifically,
this study sought answers to the following questions.
1. What is the level of verbal communication skills of Grade 11 ABM
students in terms of:
1.1 Grammar
1.2 Articulation
1.3 Delivery
1.4 Comprehension
2. What are the barriers encountered by the students in attaining an
articulate verbal communication?
3. What plan of action may be proposed to enhance verbal
communication skills?
Findings
From the data obtained from the study, the following findings
were revealed:
44
1. Level of Verbal Communication Skills of Grade 11 ABM
Students in Alitagtag Senior High School
Majority of the participants are not that proficient in verbal
Communication skills specifically in using English language because of
some factors like their use of native language, limited vocabulary,
thinking of the appropriate English term to use, lack of confidence,
unfamiliar words, difficult terms, and poor English language skills itself.
According to them, these aspects limits their capability in
communicating using English language.
2. Barriers Encountered by the Students in Attaining an
Most of the participants encountered different barriers as they
communicate using English language. Since majority of them are not
used in speaking English language, they are having a hard time using it.
This factor itself resulted to being English deficient.
Plan of Action
Based on the data gathered, the best way to enhance the verbal
communication skills is to have activities and programs that will not only
address their lack of skills but will also entertain them.
Conclusions
Based from the findings of the study, the following conclusions
were drawn:
45
1.Majority of the participants in Alitagtag Senior High School are
having a hard time in verbal communication skills specifically in using
English language because of some factors like their use of native
language, limited vocabulary, thinking of the appropriate English term to
use, lack of confidence, unfamiliar words, difficult terms, and poor
English language skills.
2.Students encountered barriers in attaining an articulate verbal
communication. This includes being not used to using English language
which lead to English deficiency.
3. Having programs and activities that will not only allow the students to
learn but to have fun as well are the best strategies to enhance the
verbal communication skills of the students since research has shown
that students tend to learn faster when they enjoy what they’re doing.
Recommendations
From the findings and conclusions of the study, the following
recommendations were offered:
1. Lecturers should encourage their students to perceive English
language as an easy language to learn.
2. Lecturers should encourage their students to consult when in
difficulty.
3. Students should put more efforts to improve their communication
competence because besides performing well in academics, it will go a
long way to help them.

Bibliography
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Afful, J. B. A. (2007). Academic Literacy and Communicative Skills in

the Ghanian University: A Proposal
Asemanyi, A. A. (2015). Journal of Education and Practice, Vol. 6, No.

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Bauman-Waengler, J. (2008). Articulatory and Phonological

Impairments: A Clinical Focus, 3rd Edition
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6th Edition (pp. 552)
Chowdhury, R. & Marlina, R. (2014). Enacting English Across Borders:

Critical Studies in the Asia Pacific (pp. 104-122)
Dutt, K. & Rajeevan, G. (2007). Basic Communication Skills, 1st Edition
East, M. (2016). Assessing Foreign Language Students’ Spoken

Proficiency: Stakeholders Perspectives on Assessment
Innovation, Vol. 26 of Educational Linguistics Essays, UK. (2018).
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Language Essay
Gentry, W. A. (2006). Managerial Skills: What Has Changed Since the

Late 1980s (pp. 167-181)
Hannawa, A. F. & Spitzberg, B. H. (2015). Communication

Competence, Vol. 22 of Handbooks of Communication Science
Hargie, O. (2016). Skilled Interpersonal Communication: Research,

Theory, and Practice, 6th Edition (pp. 226)
Hargie, O. (2017). The Handbook of Communication Skills, 4th Edition
Howarth, C. (2006). A Social Representation Is Not A Quiet Thing:
Exploring The Critical Potential Of Social Representations Theory (pp.

65-86)
Ihmeideh, F. M., Al-Omari, A., & Al-Dababneh, K. A. (2010). Attitude

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Kumaravadivelu, B. (2009). Understanding Language Teaching: From

Method to Postmethod
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Culture, Cognition, and Interaction
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No. 1 (pp. 65-72)
Penbek, S., Yurdakul, D., & Cerit, A. G. (2009). Intercultural

Communication Competence: A Study About Intercultural
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Servaes, J. (2008). Communication for Development and Social

Change
B. Journals
Hargie, O. (2012). The Handbook of Communication Skills: Psychology
Press
Wilczynski, E. (2009). The Teaching Basic Communication Skills: SEEN
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Academia Edu.
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http://www.businessdictionary.com/definition/communication-skills.html
http://www.academicinnovations.com/report.html
https://www.jstor.org/stable/287029?seq=1#metadata_info_tab_content
APPENDICES
Interview Protocol
Interviewee: _______________________ Date: __________
Interviewer: _______________________
Pre-interview Checklist
 Introduction of self and study
 Review of informed consent
 Remind the participants that the interview will be recorded
 Ask for any questions and clarifications
Interview Questions
Part I. Assessing the Level of Verbal Communication Skills of
Grade 11 ABM Students
1. How fluent are you in speaking English language?
1.1 Do you have trouble/s in constructing statements in
English? If there is/are, state some.

1.2 Do you stutter or make “uhm” type of sound when
speaking? If yes, what could be the reason/s?
1.3 Are there any factors that affects the way you deliver
English statements? If there is/are, stress out some.
1.4 Do you interpret the statements the way it should be
interpreted? If no, what could be the reason/s?
Score Description
E Competent in all aspects (Grammar, Articulation, Delivery,
Comprehension)
VG Incompetent in one aspect (Grammar, Articulation, Delivery,
Comprehension)
G Incompetent in two aspects (Grammar, Articulation, Delivery,
Comprehension)
B Incompetent in three aspects (Grammar, Articulation,
Delivery, Comprehension)
VB Incompetent in all aspects (Grammar, Articulation, Delivery,
Comprehension)
2. Do you understand class discussions and participate in class
recitations having English language as the media of instruction?
3. How competent are you in using English language?
Part II. Barriers Encountered by the Students in Attaining an

1. Are you having a hard time using English language? If yes, why?
2. Do you encounter problem/s in communicating using English
language? If yes, state some.
Part III. Recommendations
1. What do you think are the possible practice/s you should do to
enhance your verbal communication skills?
Post-interview Checklist
 Thank the participants and give token of appreciation
 Stop the recording
 Remind the participants of the study that they can have a copy of
the transcript if they wish to
 Ask for any questions and remind them that you will be in touched
for follow-up interviews
 Thanks again
CURRICULUM VITAE
Name: Eunice F. Paulo
Age: 17

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Alitagtag Senior High School

ENHANCING VERBAL COMMUNICATION SKILLS OF GRADE 11

ACCOUNTANCY, BUSINESS AND MANAGEMENT

This action research entitled ENHANCING VERBAL

COMMUNICATION SKILLS OF GRADE 11 ACCOUNTANCY,

BUSINESS AND MANAGEMENT (ABM) STUDENTS IN ALITAGTAG

SENIOR HIGH SCHOOL: BASIS FOR A PLAN OF ACTION prepared

and submitted by Eunice F. Paulo, Daisy Marie G. Marinas, Jessa

Seva, and Lorraine L. Quitain in partial fulfillment of the requirements

Date: March, 2019.

WILHEM D. SISCAR. Ed.D

Final Examination taken on March, 2019.

Verbal communication skills is the ability to express thoughts and

opinions, as well as partaking ideas and concepts. It plays a very

significant role in people's daily lives since a person needs to

communicate to mainly put forth ideas. Therefore, globalization has

made it necessary for the aspirants to be proficient in this skill since it is

one of the essential skills to achieve both personal as well as

This study was done to assess the level of verbal communication

skills of Grade 11 Accountancy, Business and Management (ABM)

students in terms of grammar, articulation, delivery, and

comprehension, the barriers encountered by the students in attaining an

be proposed to enhance the verbal communication skills of the students

in Alitagtag Senior High School.

This study also had an aim of coming up with suggestions and

recommendations on how to address and enhance the verbal

communication skills of the students. In order to do this, the researchers

used an interview, rubrics, and Focus Group Discussion (FGD) to

sampling to be an unbiased representation of the participants.

communication skills of Grade 11 ABM students in Alitagtag Senior

language, limited vocabulary, thinking of the appropriate English term to

use, lack of confidence, unfamiliar words, difficult terms, and poor

English language skills limits their capability to be communicative

encountered in attaining an articulate verbal communication includes

to being English deficient.

After analyzing the data gathered, majority of the students in

Alitagtag Senior High School were found out to be having difficulties in

verbal communication skills, specifically in using English language. With

this result, the researchers considered the most recommended strategy

by the participants to enhance their verbal communication skills which is

through a plan of action that will show the effectiveness of learning

towards verbal communication skills using English language.

This study recommended that lecturers should encourage their

This study also recommended that lecturers should encourage their

students to consult when in difficulties and that students should put

more efforts to improve their communication competence because

besides performing well in academics, it will go a long way to help them.

This research study is the realization of the long-awaited dream

which cannot be completed without the assistance of the eminent

people whom the researchers would like to explicit their compassionate

gratitude and appreciation:

First and foremost, the researchers would like to thank Dr.

D. Siscar for leaving an impression that Practical Research is fun and

interesting. Having these kind of mindset helped the researchers to

To the members of the panel of examiners for their comments

and suggestions given for the improvement of this work;

To the friends and classmates for the different interesting ideas

and opinions that have greatly satisfied their thoughts;

most especially in financial aspect. The researchers would also like to

thank them for understanding and allowing the researchers to go home

them the privilege to explore;

Above all, his profound gratitude to Almighty God, for the

blessings, strength, wisdom, guidance, care, and strong determination