LAUREL SENIOR HIGH SCHOOL

Bugaan East, Laurel, Batangas

HUMANITIES AND SOCIAL SCIENCES

THE EFFECTS OF ORAL COMMUNICATION SUBJECT TO THE

COMMUNICATIVE SKILLS OF GRADE 12 STUDENTS IN
LAUREL SENIOR HIGH SCHOOL

A Research
Presented to
The Faculty of Laurel Senior High School

In Partial Fulfillment for Practical Research 2

Bathan, Mark Kevin R.

Carsocho, Mark Laurence V.
Endozo, Reziel D.
Miranda, Bethany B.

2017
 Laurel Senior High School
Bugaan East, Laurel, Batangas
RECOMMENDATION AND APPROVAL SHEET

This research paper entitled, THE EFFECTS OF ORAL COMMUNICATION

SUBJECT TO THE COMMUNICATIVE SKILLS OF GRADE 12 STUDENTS
IN LAUREL SENIOR HIGH SCHOOL, prepared and submitted by Mark
Kevin R. Bathan, Mark Laurence V. Carsocho, Reziel D. Endozo and
Bethany B. Miranda in partial fulfillment of the requirements for Practical
Research 2, has been examined, accepted and recommended for ORAL
DEFENSE.

MIKE KEIVIN P. MAYUGA

Research Adviser

Approved in partial fulfillment of the requirements for PRACTICAL

RESEARCH 2

Panel Panel

Panel

Date

ACCEPTANCE
Accepted in partial fulfillment of the requirements for PRACTICAL
RESEARCH 2.

MA. LEONOR M. VERTUCIO

Principal II
 ACKNOWLEDGMENT

This research would not have been possible without the help of these

following people whose love, support and guidance have helped us in our

venture to finish this paper.

We owe our deepest gratitude first of all to our God, the Author of Life

and source of all knowledge. Thank you for giving knowledge, wide

understanding and tough heart. Also, thank you for guiding us in conducting

our research. We offer our entire endeavor to His Glory.

We would like to give our sincere appreciation to Mr. Keivin P. Mayuga,

our research adviser, for the opportunity he has given us to conduct this study

on the effects of Oral Communication subject to the communicative skills of

students. His support and guidance have helped us to finish this paper. We

would like to thank him for his understanding and making herself available

whenever we need consultations regarding our research. This work would not

have been possible without his encouragement and generous sharing of his

knowledge.

We would like to give our warmest gratitude to Ms. Jett Majay R.

Hernandez for giving us permission to lend her research study entitled

“Communicative and Interactive Skills of Grade 9 Students in Wenceslao

Trinidad National High School: Basis for Proposed Intervention Strategies” to

use as a basis for conducting this study. This work would also not have been

possible without the help of her study and her sincerest support.
 We would also like to bestow our heartfelt thanks to our respondents

for giving their time and effort in answering our questionnaire in honest

manner. Thank you for being able to participate and cooperate with us.

We would also like to thank to Mrs. Mary Cherill P. Punzalan, our dear

adviser, for her understanding while we were conducting this research and for

being supportive to finish this paper. We would also like to thank her for giving

her sincerest concern to each researchers or this research.

To Mrs. Ma. Leonor M. Vertucio, our beloved principal, we would also

like to extend our warm thanks for the wholehearted support and help,

guidance and understanding while conducting this research.

Lastly, we would like to give our warmest gratitude to our family and

friends for giving their unconditional love, moral and financial support, deep

understanding and prayer.

 ABSTRACT

This study aimed to find out the level of communicative skills of grade

12 students and to know the effects of the Oral Communication subject to the

communicative skills of the said students. This study was conducted to

enlighten the mind of the students about the effects of the above subject to

the said skills. These will also a way to inform the teachers, especially English

teachers how effective their teaching is and how students approach their

teachings.

The use of the descriptive research design and quantitative method

helped the researcher in the process of the research.

The respondents were 194 grade 12 students from Laurel Senior High

School who were randomly chosen through simple random sampling. The

statistical treatment included the weighted mean and slovin’s formula.

The finding shows that the level of communicative skills of grade 12

students in Laurel Senior High School is very satisfactory. The students are

confident to communicate got the highest weighted mean among the effects

of Oral Communication subject to the communicative skills of the student.

However, the students pay attention to the non verbal cues of others got the

lowest weighted mean.

Keywords: Communication, Oral Communication, Communicative Skills,

Level, Effects, Very Satisfactory, Confident, Non-verbal Cues

 TABLE OF CONTENTS

Page

Title……………………................................................................................... i

Recommendation and Approval Sheet………………………………………. ii

Acknowledgment………………………………………………………………… iii

Abstract...……………………………………………………………………….... v

Table of Contents…………………………………..………………………….... vi

Chapter 1 INTRODUCTION

Background of the Study……..………………………………... 1

Conceptual Framework…………………………………………. 2

Statement of the Problem……………………………………... 2

Significance of the Study…………………………..…………...

Scope and Limitation………………………..…….……………. 4

Definition of Terms……………………...……………………..... 4

Chapter 2 REVIEW OF RELATED LITERATURE……………………….. 6

Chapter 3 RESEARCH METHODOLOGY……………………...…...…….

18

Chapter 4 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA……………………..…….……. 22

Chapter 5 SUMMARY OF FINDINGS, CONCLUSION,

AND RECOMMENDATION…………………………………..…

25

APPENDECIES

a. Letter to the Respondent

 b. Questionnaire

BIBLIOGRAPHY

CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Oral Communication is the subject where speaking , organization of

speech, practice of oral reading, participation in panel discussion,

presentation of informal talks and speeches, and improving speaking skills are

included. Communication is the most important part of any educational

process, the aim of which is to transfer or exchange ideas and thoughts.

Speaking seems to be the most important skills of all the four skills

(listening, speaking, reading and writing) because people who know a

language are usually referred to as speakers of that language.

Communication skills are essential for the successful future career of a

student. (Kamal, 2015)

Since the subject Oral Communication is a fresh and unfamiliar to the

pioneer of K-12 Program, at first the students felt uneasy especially to the

activities and performances include in the subject. Henceforth, students learn

more and the subject affects their communicative skills.

This study will enlighten the mind of the students about the effects of

Oral Communication subject to their communicative skills. These will also a

way to inform the teachers, especially English teachers how effective their

teaching is and how students approach their teaching.

CONCEPTUAL FRAMEWORK

Grade 12 Students in

Laurel Senior High School

School Year 2017-2018

Effects of Oral

Communication Subject to

their Communicative Skills

Figure 1. Research Paradigm

Figure 1 shows the flow of this study. This intends to survey the effects

of Oral Communication subject to the communicative skills of grade 12

students of Laurel Senior High School.

STATEMENT OF THE PROBLEM

The main objective of this study is to identify the effects of Oral

Communication subject to the communicative skills of grade 12 students in

Laurel Senior High School. Specifically, this seeks to answer the following

questions:

1. What is the level of communicative skills of the students?

 2. What are the effects of Oral Communication subject to the

communicative skills of the students

SIGNIFICANCE OF THE STUDY

This research deals with the effects of Oral Communication subject to

the communicative skills of grade 12 students in Laurel Senior High School.

This may be benefited by the following:

Grade 12 Students. This research may help the grade 12 students of

Laurel Senior High School to know the effects of Oral Communication subject

to their communicative skills. This may also serve as their basis to improve

their communicative skills. It may further enhance the said skills for them to be

more equipped.

English Teachers. This research may be used by the English teachers

in Laurel Senior High School to enhance their teaching strategy in imparting

the knowledge of the students. Knowing the result of this study may also help

them to guide their students to be more effective English language speakers.

Other Teachers. The research may be used by the other teachers as

information to the effects of the Oral Communication subject to the

communicative skills of the students and may give them ideas about their

teachings that are connected to the given skills of the students.

Curriculum Writers. The research may be used by the curriculum

writers as basis for improving and modifying some activities included in the

curriculum for the betterment of the teaching-learning process.

 Other Researchers. The research may be used by the other

researchers as the result of this study may be a great help to them for they

can use the data if they are to conduct a study of the same topic in the future.

SCOPE AND DELIMITATION

This study focused on the subject Oral Communication. Its purpose is

to know the effects Oral Communication subject to the communicative skills of

the students.

This research used 194 respondents from grade 12 students. The

selected respondents were from ABM, HUMSS, STEM strand and TVL track.

The research design utilized for this study was descriptive quantitative

method. The researchers believed that using this method gave them the most

accurate result focusing on the effects of Oral Communication subject to the

communicative skills of the students. The researchers also used simple

random sampling in selecting the respondents. Each respondent was given a

modified questionnaire.

This study was conducted at Laurel Senior High School in Bugaan

East, Laurel, Batangas of present year 2017-2018.

DEFINITION OF TERMS

Coherence – something logical or consistent and something that

makes sense as a whole

Cohesion – grammatical and lexical linking within a text or sentence

that holds a text together and gives it meaning

 Communication – the imparting or interchange of thoughts, opinions, or

information by speech, writing or signs

Effects – power to produce results; efficacy; force; validity; influence

Jargon – special word or expression used by a particular profession or

group and are difficult to understand

Oral Communication – the subject wherein speaking, organization of

speech, practice of oral reading, participation in panel discussions,

presentation of informal talk and formal speeches, and improving speaking

skills are included

Panel Discussion – live or virtual discussion about a specific topic

among selected group of panelists who share differing perspectives in front of

a large audience

Pioneer – one who is first or among the earliest in any field or inquiry,

enterprise or progress

Receptive – willing to consider or accept new suggestions and ideas

Speaking – the act, utterance, or discourse of a person who speak

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents research literatures which compose of ideas of

writers, researchers and educators that the researchers believed to have

relevance on the current important research about the effects of Oral

Communication subject to the communicative skills of grade 12 students in

Laurel Senior High School.

Speaking seems to be the most important skills of all the four skills

(listening, speaking, reading and writing) because people who know a

language are usually referred to as speakers of that language.

Communication skills are essential for the successful future of a student.

(Kamal, 2015)

Language requires meaning (Malone, 2006). We learn when we use

what we know to understand what is new. Start with what the students know;

use that to introduce new concepts. They use language to examine new

experiences and beliefs. They make connections, anticipate possibilities,

reflect upon ideas and determine courses of action.

Learners learn about language and how to use it effectively through

their engagement with the study of text. The term “text” refers to any form of
written (reading and writing), oral (listening and speaking) and visual

communication involving language (Anderson and Anderson, 2003). The texts

through which students learn about language are wide-ranging and varied,

from brief conversations to lengthy and complex forms of writing. The study of

specific texts is the means by which learners achieve the desired outcomes of

language, rather than an end in itself. Learners learn to create texts of their

own and to engage with texts produced by other people.

Successful language learning involves viewing, listening, speaking,

reading and writing activities. Language learning should include a plethora of

strategies and activities that help students focus on both meaning and

accuracy. Language learning involves recognizing, accepting, valuing and

building on students’ existing language competence, including the use of non-

standard forms of the language, and extending the range of language

available to students. Through language learning, learners develop functional

and critical literacy skills. They learn to control and understand the

conventions of the target language that are valued and rewarded by society

and to reflect on and critically analyze their own use of language and the

language of others.

Humans are social beings who are in continuous communication and

interaction with each other. For that reason, it is important to foster situations

in which learners can face real communication in a foreign language. An

argument that support this view is found in Bygate, as cited in Bogota (2005)

who states: “Our learners often need to be able to speak with confidence in

order to carry out many of their most basic transactions. It is the skill by which
they are most frequently judged, and through which they make or lose

friends.”

Theorist and practitioners bring their own experiences and

perspectives to the situation thus, the definition of speaking skills have many

versions. Rivers (2000) states that speaking means expression of metaphor,

which illumines many aspects of our foreign language situation. Speaking is

vehicle in delivering meaning which people do not realize they are using it.

Language is also a tool to driver thinking, emotion and feeling and need in

order to communicate with each other.

To speak fluently and confidently in a variety of situations is a central

human need and an important goal of education.

Effective speakers of English have communicative oral competence.

This particular type of competence, according to Scarcella and Oxford (2000),

consists of linguistic/grammatical competence in grammar, vocabulary and

pronunciation; pragmatic/sociolinguistic competence in appropriate use of

language for the context; discourse competence in coherence and cohesion;

and strategic competence in using communication strategies. Hedge (2000)

adds fluency to the list, which is most relevant to speech production.

Fluency is defined by Ellis and Sinclair (2000) as speaking

spontaneously and meaningfully with no extensive pauses or excessive

repletion. Hedge (2000:261) is more specific in her definition: “Fluency means

responding coherently within the turns of the conversation.”

A glance at a selection of module outlines and program specifications

indicates the array of HE learning and teaching activities that involve Oral

Communication, including seminar and small group discussions, mock

interviews, moots, role plays, group and individual oral presentations and

project and dissertation vivas. Oral Communication is considered to be a core

aspect of employability (Knight and Yorke, 2006) and in recognition of its

importance for university students and graduates all QAA (2006) subject

benchmark statements also include, under transferable or non-subject specific

skills, the need for students to be able to present information orally. Hughes

and Large (2000) found that a number of students have a level of oral

communication considerably discrepant from their written communication and

argue that, if both written and oral forms of communication are required of

students by employers, both should be developed through degree programs

and should contribute to the final degree class awarded.

Although written assessment forms overwhelmingly outnumber oral

assessment forms within HE curricula, oral assessment has held a

longstanding important role, particularly in professional education (Joughin,

2000).

Speaking is the ability to produce words in language practice. Speaking

is an important skill that students have to master. It is because in speaking we

can know the students’ ability to produce the target language or English.

Speaking is to express thought a loud using the voice or talk. It means that

someone interacts with other by using a language as a mean, certainly, they

want to convey something important.

Keith and Marrow say “speaking is an activity to produce utterance to

oral communication”. It means that this activity involves two or more people in

whom the participants are both hearers and speakers having to react to

whatever they hear and make their contribution a high speed, so each
participant has intention that he wants. So, the English teacher should active

the students speaking ability by providing communicative language activities

in the classroom and then giving them the opportunities to practice their

speaking skill as much as possible.

According to Bailey, speaking is a process of interaction where

speakers intend to build meaning through producing, receiving and

processing information.

Language is the main tool of communication between the members of

the society that uses it. De Santis (2000, p. 80) emphasizes this saying that

“The language is a structured system of signs, sounds, gestures or marks that

is used and understood to express ideas and feelings among people within a

community, nation, geographic area or cultural tradition”.

According to Ashworth and Wakefield (2005, p. 3). A speaker of any

language can create and comprehend a number of utterances that can cover

a multitude of functions such as requesting, refusing, promising, warning,

denying, agreeing, disagreeing and expressing emotions.

According to De Santis (2000, p. 10), the ability to use language

efficiently and effectively requires years of practice and study. However,

Brumfit and Johnson (2000, p. 117) say that students especially in developing

countries, who have received several years of formal English teaching,

frequently remain deficient in the ability to actually use the languageand to

understand its use, in normal communication, whether in the spokenor the

written mode.

For Bailey (2005) fluency is the capacity to speak fluidly, confidently

and at a consistent rate with the norms of the relevant native speech
community. Richards et al (2000, p. 107) say that fluency is the features

which give speech the qualities of being natural and normal, including the use

of pausing, rhythm, intonation, stress, rate of speaking and use of interjections

and interruptions.

Revel (2000, p. 1) defines communication as an exchange, between

people, of knowledge, of information, of ideas, of opinions, of feelings.

Similarly, for Richards et al (2000, p. 48), communication is an exchange of

information, ideas, etc. between two or more persons. Then Gamble and

Gamble (2002, p. 6) say, communication is the deliberate or accidental

transfer of meaning.

De Santis (2000) say that types of communication are usually

distinguished by, the number of people involved in it, the purpose of

communication, and the degree of formality in which it occurs. Therefore,

when considering the number of people involved in a communication action,

he clarifies these types into four namely: interpersonal, intrapersonal, small

group and team, and public communication. Here, the small group and team

communication is taken as a subcomponent of interpersonal communication.

Written and oral communications are also added to these types as the

manner of communication is taken into account.

According to De Santis (2000), intrapersonal communication is the

process of understanding information within oneself because we

communicate with ourselves before communicating with others. He adds,

intrapersonal communication includes diverse internal activities such as

thinking, problem solving, conflict, resolution, planning, emotion, stress

evaluation and relationship development. Intrapersonal communication may

occur without the preserve of any other type of communication, but all other

types of communication cannot occur without it. (OP cit., p. 22)

Gamble and Gamble (2002, p.9) say, during the intrapersonal

communication, you think about, talk with, learn about, reason with, and

evaluate yourself. Similarly, Payne (2001) says that intrapersonal

communication is the meaning we create within ourselves. Therefore, he adds

that before communicating with others, we create within ourselves the

meaning that we want to transfer with our message.

De Santis (2000, p. 23) defines the interpersonal communication as the

informal exchange of information between two or more people. This type of

communication is similar to the intrapersonal in that is also help, to share

information, solve problems, resolve conflicts, understand our perception of

self an of others, and establish relationship with others.

Gamble and Gamble (2002, p. 9) say that when you engage in

interpersonal communication, you interact with another, learn about him or her

and act in ways that help sustain or terminate your relationship. In addition, for

Payne (2001), the interpersonal communication occurs in contexts where two

or more people actively participate in exchanging messages. It is the ease of

a conversation, a small group discussion and an interview. He adds that, in

this type of communication, the largest group must be made of ten to fourteen

people.

Gamble and Gamble (2002, p. 9) say, through public communication

you inform and persuade the members of an audience to hold certain

attitudes, values or beliefs; so that they will think, believe or act in a particular
way. On the other hand you can also function as a member of an audience in

which case another person will do the same for you.

Similarly, Payne (2001) talks about person-to-group communication

and called it “a public speaking”. He says that in this type of communication,

one person, the speaker addresses the audience not as different and multiple

individuals but as one receiver.

Payne (2001) says that oral communication is a very important part of

everyday life. It is important because as one makes communication decisions,

he is building his personal and professional future. He says that the value of

effective oral communication is immediately evident considering what it can

mean to someone. Therefore, he provides three domains in which the oral

communication is helpful.

First, he states the personal importance. The oral communication takes

someone from silence or isolation which is the worst punishment in some

societies. He adds that communication is the foundation for friendship, love

and our personal happiness.

Second, he discusses the professional importance saying the effective

oral communication is usually the basis of our job to be done better.

Therefore, communication can help us realize our career and financial goal,

as the better the job, the more likely it is to be financially rewarded.

Third, talking about the social importance, Payne says that effective

oral communication is part of our drive toward improving our society. In fact,

according to Payne, oral communication is so important that the Constitution’s

First Amendment in the USA guaranteed freedom of speech.

 According to Ur (2002), speaking seems intuitively the most important

of all the four language skills. That is, people who know a language are

referred to as “speakers” of that language and many of most foreign language

learners are primarily interested in learning to speak.

The concepts of English Language Proficiency (ELP), English

Language Proficiency standards, English Language Development (ELD)

standards, and English as a Second Language (ESL) standards are terms

that have been used, often interchangeably, to describe state-or-expert-

adopted standards that guide the instruction of English learners towards the

achievement of English language proficiency. Each of these term, however

came into use during different time periods, and each was originally based

upon constructs that reflected contemporary policies and theoretical

frameworks for English learner education (Riveral et. Al, 204).

English as a Second Language (ESL) is an umbrella term used to

describe any one of a number of instructional approaches designed to help

English learners acquire English fluency. Most commonly in use during much

of the 1990s, ESL was used to describe alternative or supplemental models to

bilingual education. Oftentimes, ESL was used to describe sheltered or pull-

out English instruction for learners with limited proficiency (Garcia, 2005).

The K-12 Language Arts and Multi-literacies Curriculum are anchored

on the following language acquisition, learning, teaching and assessing

principles. Facility in the first language (L1) strengths and supports the

learning of other languages (L2). Acquisition of set of skills and implicit meta-

linguistic knowledge in one language (Common Underlying Proficiency or

CUP) provides the base for the development of both the first language (L1)
and the second language (L2) (K-12 English Curriculum Guide, 2013). It

follows that any expansion of CUP that takes place in on language will have

beneficial effect on the other language. This principle serves to explain why it

becomes easier to learn additional languages.

Language acquisition and learning is an active process that begins at

birth and continuous throughout life. It is continuous and recursive throughout

students’ lives. Students enhance their language abilities by using what they

know in new and more complex contexts and with increasing sophistication

(spiral progression). They reflect on and use prior knowledge to extend and

enhance their language and understanding. By learning and incorporating

new language structures into their repertoire and using them in a variety of

contexts, students develop language fluency and proficiency. Positive learning

experiences in language-rich environments enable students to leave school

with a desire to continue to extend their knowledge, skills and interests (K-12

English Curriculum Guide, 2013).

As the case of the Philippines, Filipinos’ English proficiency has

dwindled down. In studies done by reputable international organizations such

as the International English Language Testing System (IELTS), reports that

out English skills are now a disappointment. In an article written by Karl

Wilson published online by The National, in 2008, Filipinos scored an overall

mean of 6.69 for listening, writing, reading and speaking, a very low number

based on international standards. On a side note, in the same proficiency test,

Malaysia scored a higher overall mean than the Philippines with 6.71, these

numbers were supported by alarming low digits presented by another online

article written by Eunice Fernando and Sarah Azucena writes, “official

achievement tests given to graduating high school students in the 2004-2005

school year showed that only 6.59 percent could read, speak, and

comprehend English enough to center college. Some 44.25 percent had no

English skills at all. ”

This decline is blame on the following: the low capacity of teachers, the

usage of unchecked and error-filled textbooks and the proliferation of non-

English shows on television that leads to less exposure to the English

languages (Geronimo, 2012). There are government-initiated efforts meant to

reverse this decline, and they seem to be successful. In the same Karl Wilson

article, there was a “slight improvement” in English in low0performing

secondary schools in the Philippines according to the results from the

National Achievement Test of 2007 and 2008.

GMA News also reports that results from a study conducted in 2008 by

the Social Weather Stations (SWS) as commissions by the American

Chamber of Commerce in the Philippines (AmCham) and the Makati Business

Club (MBC) showed “improvements” compared to previous studies than in

1993, 2000 and 2006. These improvements, however, still fall short of

meeting international standards. There are still a lot to be done, and the

Philippine government needs all the help it can get.

This study conducted by Abad (2010) is similar to the present study

because they both investigated about the use of English as a medium of

instruction in the subject. The use of questionnaire is the same method used

in the study.

Another related study was conducted by Lasala (2014) which

investigated the level of communicative competence in oral and writing skills

of teachers and students. Based on the findings of the study, it can be

disclosed that the communicative competence of the teachers and students

both in speaking and writing skills is acceptable. Their communicative and

sociolinguistic competence could still be improved.

One more related study was conducted by Hernandez (2015) which

entitled “Communicative and Interactive Skills of Grade 9 Students in

Wenceslao Trinidad National High School: Basis for Proposed Intervention

Strategies”. It is related to the present study because they both investigated

the level of communicative skills of the students.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method and procedure applied in the study.

This includes and organizes under the following subheadings: Research

Design, Setting and Respondents, Research Instruments, and Statistical

Treatment of Data.

Research Design

This study utilized the descriptive method of research. The researchers

firmly believed that this method is the most appropriate method to determine

the effects of Oral Communication subject to the communicative skills of

grade 12 students at Laurel Senior High School. Fraenkel and Wallen (2001)

explain that in educational research, the primary descriptive methodology is

used when researchers summarized the characteristics such as abilities,

preferences, and behaviors, and so on of individuals or groups.

The quantitative method of research was also used in this study.

According to Burns and Grove (2005), quantitative method of research is a

formal, objective, systematic process in which numerical data are used to

obtain information about the world.

Setting and Respondents

The study was conducted at Laurel Senior High School in Bugaan

East, Laurel, Batangas of present year 2017-2018.

The study was participated by 194 grade 12 students in Laurel Senior

High School who were randomly selected from 11 sections of different st rands

(ABM, HUMSS and STEM) and track (TVL).

Section Total Enrolment No. of Respondents

ABM Mandeville 37 17
ABM Locke 34 17
HUMSS Smith 45 21
HUMSS Taylor 45 20
HUMSS Dewey 44 20
HUMSS Elster 44 20
STEM Descartes 36 17
STEM Lavoisier 35 17
TVL Cookery 20 15
TVL Horticulture 20 15
TVL ICT 18 15
TOTAL 378 194
Figure 1. Distribution of Respondents

Research Instrument

The main instrument used in this study was a modified questionnaire

from the study of Ms. Jett Majay R. Hernandez entitled “Communicative and

Interactive Skills of Grade 9 Students in Wenceslao Trinidad National High

School: Basis for Proposed Intervention Strategies”; and from Pierrette

Desrosiers site.

The questionnaire was divided into two parts, wherein the first part

contains the questions intended to measure the communicative skills of the

students. The second part contains the questions intended to determine the
effects of Oral Communication subject to the communicative skills of the

students.

Statistical Treatment of Data

The gathered data was tabulated and organized with textual and

tabulated form.

Weighted Mean was used to determine the respondents’ assessment

on communicative skills and effects of Oral Communication subject to the

communicative skills of grade 12 students at Laurel Senior High School.

Formula

f1x1+f2x2+f3x3+f4x4…
WM =
N

where

WM = weighted mean

f = frequency

x = variable

N = total number of respondents

Slovin’s Formula – used to determine the total number of respondents

needed in the study.

Formula

N
n=
N+1(0.05)2
where

n = number of respondents

N = total population

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 This chapter presents the data analysis and findings from the

questionnaire of 194 respondents. This will also show the result of level of

communicative skills of the students and the effects of Oral Communication

subject to their communicative skills.

1. Level of Communicative Skills of the Students.

Table 1. Level of Communicative Skills of the Students

Statements that describe my Weighte Interpretation

communication skills d Mean

1. I organize my thoughts 3.19 Very Satisfactory
2. I enunciate clearly 2.91 Very Satisfactory
3. I think before speaking 3.14 Very Satisfactory
4. I ask open-ended question for clarification 2.99 Very Satisfactory
5. I engage in active listening 3.02 Very Satisfactory
6. I am receptive to new ideas 2.99 Very Satisfactory
7. I avoid excessive use of jargons 2.92 Very Satisfactory
8. I understand the importance of timing 3.08 Very Satisfactory
9. I avoid words that hurt 3.05 Very Satisfactory
10. I smile 3.18 Very Satisfactory
Table 1 shows the statements that describe the communication skills of

the students to assess the level of communicative skills of the respondents.

From this, the respondents rated very satisfactory that they organize their

thoughts (WM = 3.19); they smile (WM = 3.18); they think before speaking

(WM = 3.14); they understand the importance of timing (WM = 3.08); they

avoid words that hurt (WM = 3.05); they engage in active listening

(WM = 3.02); they ask open-ended question for clarification and they are

receptive to new ideas (WM = 2.99); they avoid excessive use of jargon

(WM = 2.92) and they enunciate clearly (WM = 2.91).

2. Effects of Oral Communication Subject to the Communicative Skills of the

Students
 Table 2. Effects of Oral Communication Subject to the

Communicative Skills of the Students

Effects of Oral Communication subject to Weighted Interpretation

your communicative skills Mean
1. I am confident to communicate 3.41 Agree
2. I easily understand through verbal 3.19 Agree
communication
3. I manage to communicate clearly 3.19 Agree
4. I exercise good communication 3.17 Agree
5. I can accurately paraphrase another’s word 2.97 Agree
6. I pay attention to the non verbal cues of 2.92 Agree
others
7. I openly acknowledge my errors 3.03 Agree
8. I can easily give feedback 3.01 Agree
9. I clearly express my inside thoughts 3.08 Agree
10. It boosts my confidence especially in public 3.10 Agree
speaking
Table 2 shows the effects of Oral Communication subject to the

communicative skills of the students assessed by the respondents. From this,

the respondents agree that the effects of Oral Communication to their

communicative skills are: they are confident to communicate (WM = 3.41);

they easily understand through verbal communication and they manage to

communicate clearly (WM = 3.19); they exercise good communication

(WM = 3.17); the subject boosts their confidence especially in public speaking

(WM = 3.10); their clearly express their inside thoughts (WM = 3.08); they

openly acknowledge their errors (WM = 3.03); they easily give feedback

(WM = 3.01); they can accurately paraphrase another words (WM = 2.97) and

they pay attention to the non verbal cues of others (WM = 2.92).
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings that the study

obtained, the conclusions borne out of the findings, as well as the

recommendations.

This study aimed to find out the level of communicative skills of grade

12 students and to know the effects of the Oral Communication subject to the

communicative skills of the said students. This study was conducted to

enlighten the mind of the students about the effects of the above subject to

the said skills. These will also a way to inform the teachers, especially English

teachers how effective their teaching is and how students approach their

teachings. The use of the descriptive research design and quantitative

method helped the researcher in the process of the research. The

respondents were 194 grade 12 students from Laurel Senior High School who

were randomly chosen through simple random sampling. The statistical

treatment included the weighted mean and slovin’s formula.

Summary of Findings

In determining the level of communicative skills of the students, the

respondents rated very satisfactory that they organize their thoughts

(WM = 3.19); they smile (WM = 3.18); they think before speaking

(WM = 3.14); they understand the importance of timing (WM = 3.08); they

avoid words that hurt (WM = 3.05); they engage in active listening

(WM = 3.02); they ask open-ended question for clarification and they are
receptive to new ideas (WM = 2.99); they avoid excessive use of jargon

(WM = 2.92) and they enunciate clearly (WM = 2.91).

While the respondents agree that the effects of Oral Communication to

their communicative skills are: they are confident to communicate

(WM = 3.41); they easily understand through verbal communication and they

manage to communicate clearly (WM = 3.19); they exercise good

communication (WM = 3.17); the subject boosts their confidence especially in

public speaking (WM = 3.10); their clearly express their inside thoughts

(WM = 3.08); they openly acknowledge their errors (WM = 3.03); they easily

give feedback (WM = 3.01); they can accurately paraphrase another words

(WM = 2.97) and they pay attention to the non verbal cues of others

(WM = 2.92).

Conclusions

In light with the findings of the study, the following conclusions were

made:

1. The level of communicative skills of grade 12 students in Laurel Senior

High School is very satisfactory.

2. The students are confident to communicate got the highest weighted mean

among the effects of Oral Communication subject to the communicative

skills of the student. However, the students pay attention to the non verbal

cues of others got the lowest weighted mean.

Recommendations

Banking on the conclusions framed, the following are the

recommendations framed:

1. For the students. They should enhance more their skills for them to be

more equipped. They should listen carefully to the lessons, be cooperative

in the school activities about communicative skills. They should listen and

watch English talk shows and movies for them to enhance the said skill.

Voicing out to the programs not just in school but also in the community is

recommended.

2. For the School English Teachers. They should also enhance more

teaching strategies in imparting the knowledge to the students. They

should guide their students to be more effective English language

speakers.

3. For the Other School Teachers. They should provide an environment that

will help and motivate the students for more improvement and

development of their communication skills.

4. For Curriculum Writers. They should include in the curriculum the more

improved and modified activities which are connected to the

communication skills for the betterment of teaching learning process.

5. For Future Researchers. They can use this study as their guide or basis in

continuing the desire to conduct the same study or even another study

which is related to this.

 Laurel Senior High School
Bugaan East, Laurel, Batangas
S.Y. 2017-2018

________________, 2017

Dear Respondents:

Greetings!

The following undersigned are Grade 12 students at Laurel Senior High

School presently making a research entitled “The Effects of Oral
Communication Subject to the Communicative Skills of Grade 12
Students in Laurel Senior High School,” and we need your help to realize
our objectives.

In view of this, we would like to request your participation by answering our

questionnaire and rest assured that all information derived herein will be
treated with outmost confidentiality.

Thank you very much and God bless!

Respectfully yours,

MARK KEVIN R. BATHAN

MARK LAURENCE V. CARSOCHO

REZIEL D. ENDOZO

BETHANY B. MIRANDA

Recommending Approval:

MIKE KEIVIN P. MAYUGA

Subject Teacher
 QUESTIONNAIRE

The researchers request your honest and reliable answer to the items

in the questionnaire. Your answers shall be kept in strictest confidence.

Name: _______________________________ Track & Section:__________

Part I: Based on your personal assessment, rate your communication skills by

putting a check (/) under the rates Outstanding, Very Satisfactory, Satisfactory

and Poor.

Statements that describe Outstanding Very Satisfactory Poor

my Communication Skills (4) Satisfactory (2) (1)
(3)
1. I organize my
thoughts
2. I enunciate clearly
3. I think before
speaking
4. I ask open-ended
questions for
clarification
5. I engage in active
listening
6. I am receptive to new
ideas
7. I avoid excessive use
of jargon
8. I understand the
importance of timing
9. I avoid words that hurt
10. I smile
Part II: The following are the statements with regards to the effects of Oral

Communication subject to your communicative skills. Please put a check (/) if

you are strongly agree (4), agree (3), disagree (2) and strongly disagree (1)

for each statement.

Effects of Oral Communication subject to your Communicative 4 3 2 1

Skills
1. I am confident to communicate
2. I easily understand through verbal communication
3. I manage to communicate clearly
4. I exercise good communication
5. I can accurately paraphrase another’s words
6. I pay attention to the nonverbal cues of others
7. I openly acknowledge my errors
8. I can easily give feedback
9. I clearly express my inside thoughts
10. It boosts my confidence especially in public speaking
 BIBLIOGRAPHY

Chohan, R. and Smith, K. (2006). Learn Higher Oral Communication

Literature Review. Retrieved from

http://new.learnhigher.ac.uk/resources/files/Oral_Communication%20lit

%20review.pdf

Hernandez, J.M. (2015). Communicative and Interactive Skills of Grade 9

Students in Wenceslao Trinidad National High School: Basis for

Proposed Intervention Strategies

Jin, R. (2011). Review of Related Literature about Oral Communication.

Retrieved from https://www.scribd.com/doc/47806955/Review-of-

Related-Literature

John, A. (2013). Mr. Lazy Sheet (British Council: 2009). Retrieved from

www.teachingenglish.org.uk/lesson-plans/mr-lazy-giving-advice

Smith, K. (2006). Do we know what we are looking for in student oral

presentations and how can we help them achieve it? Retrieved from

http://www.brunel.ac.uk/life/study-support

Temerova, L. (2007). How to Improve Students’ Communicative Skills

(Bachelor Thesis, Masaryk University BRNO). Retrieved from

https://is.muni.cz/th/104306/pedf_b/HOW_TO_IMPROVE_STUDENTS

_COMMUNICATIVE_SKILLS.doc
Others

http://digilib.uinsby.ac.id/1284/5/Bab%202.pdf

http://shodhganga.inflibnet.ac.in/bitstream/10603/60666/8/08_chapter

%202.pdf

http://shodhganga.inflibnet.ac.in/bitstream/10603/8507/9/09_chapter

%202.pdf

http://www.brunel.ac.uk/learnhigher/defining-oral-communication.shtml

http://www.memoireonline.com/12/08/1773/An-Evaluative-Study-of-

Communicative-Competence-in-Conversational-English-among-English-

Language-Lea.html#a-_Toc153887081
 CURRICULUM VITAE

I. PERSONAL:

NAME Mark Kevin R. Bathan

BIRTHDATE March 31, 1999

ADDRES San Gabriel, Laurel, Batangas

CIVIL STATUS Single

CONTACT NO. 0946299214

EMAIL ADDRESS kevingangster@yahoo.com

FATHER Felix C. Bathan

MOTHER Anastacia R. Bathan

II. EDUCATIONAL BACKGROUND

ELEMENTARY Ticub Elementary School

Ticub, Laurel, Batangas

2011-2012

SECONDARY Wenceslao Trinidad National High School

E. Caray St. Poblacion 1, Laurel, Batangas

2015-2016
 CURRICULUM VITAE

I. PERSONAL:

NAME Reziel D. Endozo

BIRTHDATE December 15, 1998

ADDRES San Gabriel, Laurel, Batangas

CIVIL STATUS Single

CONTACT NO. 09501724999

EMAIL ADDRESS reziel@yahoo.com

FATHER Victoriano R. Endozo

MOTHER Eladia D. Endozo

II. EDUCATIONAL BACKGROUND

ELEMENTARY San Gabriel Elementary School

San Gabriel, Laurel, Batangas

2011-2012

SECONDARY Wenceslao Trinidad National High School

E. Caray St. Poblacion 1, Laurel, Batangas

2015-2016
 CURRICULUM VITAE

I. PERSONAL:

NAME Bethany B. Miranda

BIRTHDATE November 12, 1999

ADDRES Poblacion 3, Laurel, Batangas

CIVIL STATUS Single

CONTACT NO. 09277186220 / 09307945935

EMAIL ADDRESS bethanya1299@gmail.com

FATHER Cecilio B. Miranda

MOTHER Arlene B. Miranda

II. EDUCATIONAL BACKGROUND

ELEMENTARY Laurel Central School

E. Caray St. Poblacion 1, Laurel, Batangas

2011-2012

SECONDARY Wenceslao Trinidad National High School

E. Caray St. Poblacion 1, Laurel, Batangas

2015-2016
 CURRICULUM VITAE

I. PERSONAL:

NAME Mark Laurence V. Carsocho

BIRTHDATE May 8, 1998

ADDRES San Gregorio, Laurel, Batangas

CIVIL STATUS Single

CONTACT NO. 09469224604

EMAIL ADDRESS Mark.carsocho@yahoo.com

FATHER Aurelio C. Carsocho

MOTHER Binigna V. Carsocho

II. EDUCATIONAL BACKGROUND

ELEMENTARY Ticub Elementary School

Ticub, Laurel, Batangas

2011-2012

SECONDARY Wenceslao Trinidad National High School

E. Caray St. Poblacion 1, Laurel, Batangas

2015-2016