Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PARAÑAQUE CITY

LEAD PROPONENT PALISOC, ABIGAIL CHRISTINE E.

MEMBER BATALLER, JENNIFER B.
TITLE OF
Development of Modules in Oral Communication
RESEARCH
TYPE OF RESEARCH ACTION RESEARCH
PARAÑAQUE CITY
DIVISION

INTRODUCTION
Teachers, schools, and students find themselves challenged to respond to the rapidly changing
environment of the learning process in responsible and constructive ways. Many studies have been
conducted in order to get more understanding about how to develop communicative skill for second
language learners but it still remains that teaching communication is an arduous task. Communicative
skills need to be mastered in order to become competent, specifically, in English. Hence, it is one of
the biggest challenges that teachers face in the classroom. Recently, there has been a wide interest in
studying the best pedagogy in teaching communication among second language learners. The teaching
of communication has always been regarded as an art in order to achieve a specific end.

Communication has been defined as sharing and giving meaning occurring at the same time
through symbolic interactions (Seiler & Beall, 2018). Further, communication can be defined as the
process of transmitting information and common understanding from one person to another (Keyton,
2019). Hence, communication must be viewed as a basic skill that a person must possess because it is
where understanding begins and a phenomenon that is easily affected by certain developments. One of
the many types of communication is oral or verbal communication, which is the process of
disseminating information, ideas, and opinions, while using a language that is comprehensible to both
the sender and receiver of the message. It is an indispensable tool for human understanding and
society’s holistic growth. However, it is also one of the neglected means of communication. The way
we produce, encode thought, transfer sound patterns, receive the sound configuration, and decode
abstraction towards a meaningful interpretation separates us from the way animals communicate. It
undergoes various stages of development and constant modifications depending on what current life
events demand and how outside stimuli influence us. Oral communication is indeed a complex art
because of the interrelated factors that may affect the process; pronunciation, vocabulary, accuracy,
communication, and interaction.
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PARAÑAQUE CITY

ACTION RESEARCH QUESTIONS

The general purpose of this study is to determine the oral communication needs of the students of
Moonwalk National High School.
This research aims to develop skill-based module in oral communication in English to improve
students’ least mastered skills in the use of the English Language. Specificall, it aimed to:

1. Identify the language needs of selected Senior High School TVL students through a

speaking test

2. Design the syllabus (Outcomes-Based syllabus) anchored on the language skills

needed by the students

3. Write the modules based on the researcher’s accumulated experiences in writing a

lesson plan and collection of materials relevant to the identified needs of the learners

4. Validate the modules

a. by the language specialist

b. and revise the module

ACTION RESEARCH METHODS

A. Participants and/or other Sources of Data and Information
➢ This action research will involve SHS TVL Grade 11 students who are enrolled under
Blended Distance Learning in Moonwalk National High School for SY 2022-2023. They
will be chosen using purposive sampling technique where ten students will randomly be
selected from 3 sections, 25 male and 25 females, with a total of fifty (50) Grade 11
student participants.

B. Methods
⮚ To ensure student participation, the researchers will send a letter to the parents explaining
the process, details, and significance of the intervention program. As part of the action
research, the researchers will obtain a letter of approval from the school principal. The
schedule, process, and significance of the intervention program will also be explained to
student participants. All information gathered by the researchers will be used solely for
the purpose of this action research and will be kept strictly confidential.
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PARAÑAQUE CITY

⮚ To be able to identify the language needs of the learners in Oral Communication; the
study involved 50 selected SHS TVL students from Grade 11, five from each course
under the TVL strand. They were chosen purposively based on the following criteria: the
students needed the utmost attention in improving their skills in oral communication as
observed by the adviser, with the final grades lower than 75 and belonging to the least top
5 for each course per section.

⮚ The research will use a researcher-made questionnaire in oral examination, which will be
validated by language experts and professors. After the validation, it will be administered
among selected grade 11 TVL Senior High School students.

C. Data Analysis Plan

➢ This action research will use descriptive method design to determine the weakness of
the respondents in oral communication. The weakness of the respondents will be
described using an assessment tool in oral communication.

ACTION RESEARCH WORK PLAN AND TIMELINES

 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PARAÑAQUE CITY

ACTIVITIES Month 1 Month 2 Month 3 Month 4 Month 5

July
1. Title Proposal 2022

2. Profiling August 2022

3. Data September
Collection/IInt 2022
ervention
October
4. Data analysis
2022
and evaluation
November
5. Writeup 2022

ABIGAIL CHRISTINE E. PALISOC

SUBMITTED BY:
(Signature over printed name)

JENNIFER B. BATALLER

References:

Alqahtani, M., (2018). The importance of vocabulary in language learning and how to be taught.

International Journal of Teaching and Education, 3, (3), 21-34.

 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PARAÑAQUE CITY

August, D., & Shanahan, T. (2020). Developing reading and writing in second-language learners:

Lessons from the report of the National Literacy Panel on language-minority children and youth.

Center for Applied Linguistics & International Reading Association.

Bailey, K. M. (2019). Practical English language teaching. New York: McGraw-Hill.

Barrera, M. (2018). Curriculum-dynamic assessment for new- or second- language learners with

learning disabilities in secondary education settings: Assessment for Effective Intervention. Sage

Journals, 29(1), 69-84

Bradley, R., Danielson, L., & Doolitttle, J. (2017). Response tointervention. Journal of Learning

Disabilities, 38(6), 485-486.

Brigg, P. (2017). Fluency development through extensive reading: Two case studies, English

Australia Journal, 32(1), 50-69.