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LEVEL OF ENGLISH LANGUAGE FLUENCY AND ITS EFFECT TO THE

ORAL COMMUNICATION SKILLS OF SELECTED GRADE 11 & 12

SENIOR HIGH SCHOOL STUDENTS OF CITI GLOBAL

COLLEGE INC.-CABUYAO CAMPUS

A Thesis Presented to the Senior High School Department

CITI Global College Inc.-Cabuyao campus

City of Cabuyao, Laguna

In partial fulfillment of the requirements in

Research in Daily Life II: Quantitative

The Researchers:
Fermalan, Gabriel P.
Monterozo, Geraljane C.
Pagatpat, Rishiel B.
Rana, Mary Ann M.
Tadena, JM B.
Timbas, Leomhel C.
Tordillo, Ma. Daniela C.

October 2022

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Senior high school students proficient in oral communication are the ideal

candidates to deliver messages. Some people struggle with verbal communication and, as

a result, find public speaking terrifying (Daniels, 2021). Students stand to accomplish a

wide range of goals when basic instruction and opportunities to practice speaking are made

available to them in class (Cruz, 2019). Oral communication proficiency in English of This

has a look at aim. Specifically, it highlighted fluency, accuracy, and nonverbal cues as they

may be the maximum general functions within the oral language. The result confirmed the

pupils' typical degree of conversation skill ability in English. According to the K12

Curriculum Standard, they had been most straightforward and capable of showing

knowledge of grade degree suitable phrases used to talk about inter- and intrapersonal

experiences, ideas, thoughts, movements, and feelings. The most superficial validated

knowledge of not unusual place expressions for powerful oral interpretation and

conversation (Pangket, 2019).

Learning a language is a difficult task that involves several critical

processes. For many years, These processes have been researched using surveys and

experiments to provide a detailed description of the language learning phenomenon and

help students accomplish specific objectives prior to research concentrated on the teacher,

the methods of instruction, and Second language acquisition demonstrated Variations in

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language learner success exist. This discovery resulted in a shift in emphasis and more

emphasis on language learning strategies (Ella, 2018).

The senior students' overall performance is "listening abilities" and

"speaking abilities." The senior students were profiled concerning their socio-

demographics and learner-associated traits to represent an impartial set of variables that

had been statistically correlated to their overall performance in oral communique abilities.

As to their overall performance withinside the speaking abilities, check as the opposite

component-indicator of oral communique abilities, the bulk of them registered withinside

the bracket of "good" overall performance degree. The majority of the college students'

overall performance within the listening abilities check as a component- an indicator of

oral communique abilities- registered a "good" overall performance degree. Although,

"mother's instructional attainment" becomes observed to be a differentiating variable

withinside the senior students' degree of overall performance alongside speaking abilities

(De Vera & De Vera, 2018).

Learners at various levels of proficiency. Because of their exposure to

various learning materials and environments, they tend to employ various strategies.

According to research, proficient learners prefer cognitive, metacognitive, and affective

strategies. Similarly, strategies have been observed. Most were generated by academic

achievement. When asked about the factors influencing strategy use, the number of

responses This was followed by the attitude toward speaking English and the task at hand,

among other things. According to the findings, strategy use directly and significantly

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impacts students’ speaking achievement. So far, there are few concrete explanations for

students’ learning strategies and language skills in high school.

Hence this survey. In order to improve this, it is essential to provide basic

information on this aspect of Curriculum, instruction, and assessment in high school.

Moreover, Current research is seen as beneficial to learners as they become more aware of

it. A suitable type of strategy to learn a task and use them to your advantage to improve

your task communication skills. Then, by identifying what works best for students in a

particular context, Teachers can help less-skilled students by giving them more

opportunities to learn the different strategies that high-skilled students use. Teachers can

therefore encourage strategies that meaningfully engage students to become effective and

successful second language learners (Ella, 2018).

Theoretical Framework

Since this study is about the level of English language fluency and its effect

on the oral communication skills of selected senior high school students by their

communication skills, two relevant theories are connected to this research.

A theory of Mr. Cummins. The U.S. Commission on Civil Rights said in

1975: "Lack of English proficiency is the major reason for language-minority students'

academic failure." John Cummins: This view reflects "an inadequate understanding of what

is meant by 'English proficiency in the United States." He says this "language-mismatch

hypothesis" is refuted by the success of French immersion programs among English-

speaking Canadian children. Sometimes dubbed "playground English,'' BICS heavily

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depends on context--conversational responses, gestures, visual cues, and physical

interactions. Children may appear fluent in English, but this type of proficiency is

insufficient for the cognitively demanding activities encountered in school, Mr. Cummins

insists, citing the high incidence of failure among children who pass through "quick exit''

bilingual programs. The long-term outcome for such students is often "limited

bilingualism,'' he says. While students have developed conversational skills in two

languages, they lack the full range of linguistic tools they need for thinking (Crawford,

1987).

A relevant theory to develop oral communication. Learning contexts are

related to various individual difference variables influential in determining what teaching

and learning students would choose (Rao, 2006). Similarly, determining the students' needs

might help plan an effective speaking program (Goh & Burns, 2012, p. 172). It will

therefore be advantageous to identify the language learning theories or strategies that

would be most pertinent to helping learners improve their oral communication abilities by

having a sufficient awareness of the learning context and the characteristics of the learners.

As a result, this essay will discuss several key ideas that must be used in this situation. For

the development of fluency, these include interaction and correction, various learning

activities inside or outside the classroom, developing technologies, a mix of numerous

structural frameworks, and assessment and evaluation (Hadi, 2016).

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Conceptual Framework

Explains the input process output model of the study. The input covers the

demographic profile and the level of oral communication skills. Then, the process covers

the administering survey and questionnaire categorizing gathering data. The output

corresponds to the relationship between the demographic profile and level of English

language fluency and its effect on the oral communication skills of selected senior high

school students of CITI Global College.

INPUT PROCESS OUTPUT

What is the
respondent's
demographic profile in
terms of;
1.1 Gender
1.2 Age
1.3 Academic Level
1.4 Academic Strand To determine and
identify the effect
Level of English of English
Administering
fluency and its effect language fluency
surveys and
on oral on the oral
questionnaires,
communication skills communication
categorizing and
in terms of: skills of senior
gathering data.
2.1 Language test high students in
2.2 Oral CITI global
communication skills college

Is there a significant
relationship between
speaking fluently in
English and the
respondents' academic
performance?

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Statement of the Problem

This study aims to determine how English language proficiency affects oral

communication skills and the solution to the problem, the problem faced by selected 11th

and 12th-grade students of CITI Global College.

1. What is the respondent's demographic profile in terms of;

1.1 Gender

1.2 Age

1.3 Academic Level

1.4 Academic Strand

2. Level of English fluency and its effect on oral communication skills in terms

of:

2.1 Language test

2.2 Oral communication skills

3. Is there a significant relationship between speaking fluently in English and the

respondents' academic performance?

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Hypothesis

The type of research paper that we are studying is correlational. We will

determine the cause or consequences of the effects of English language fluency on the

student's oral communication skills—the cause or consequences of differences existing

among CITI Global College senior high school students.

(H⁰): Null Hypothesis

Students with a lack of skills and knowledge in English affect social

communication, confidence, and academic performance of the student.

(H¹): Alternative Hypothesis

Students with the skills and knowledge in English help improve their social

communication, confidence, and academic performance of the student.

Scope and Limitations of the Study

This study examined how students in grades 11 and 12 at CITI Global

College Inc.- Cabuyao Campus S.Y 2022-2023—performed academically due to their

English language usage. It aims to put students in various real-life situations to learn how

to use their language skills in communication. The study seeks a student's ability to use the

English language appropriately to communicate in social and school environments. Any

grading level is allowed to participate in our surveying; As of our survey (number of people

we interviewed), that experience is to be. Researchers created a sample questionnaire as a

medium for the survey.

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Significance of the Study

In this study, the researchers endeavor to answer the level of oral

communication skills in English of the students. Furthermore, The researchers aspire

to help and add to studies on students' oral communication skills and how to express

themselves fluently, grammatically, correctly, and confidently in English. The results

of this study can be beneficial to the following:

to the Students. Students with exceptional communication skills can better cope

with other academic courses and shape their personalities. A student or working

professional who speaks English exudes confidence.

to the Future Researchers. Having English language skills also helps broaden job

search within a country. Companies with headquarters in English-speaking countries

frequently set up additional offices in other countries.

to the School. English is almost certainly considered one of the most important

subjects a student can learn at school. Students must be able to communicate in

English since it influences every aspect of their lives.

to the Parent. A parent knows the benefits of learning and speaking English in this

constantly evolving global world. If a parent speaks English at home, it will

significantly help with early exposure when a child starts talking. People are a

product of their environment, and children mimic what they hear.

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Definition of Terms

The key terms used in this research are defined operationally to aid the

viewpoint of the readers in understanding the study clear:

Cognitive. The part of mental functions that deal with logic, as opposed to affective, which

deals with emotions. Operational. Allows students to build upon previous knowledge and

ideas.

Communication. A process by which information is exchanged between individuals

through a standard system of symbols, signs, or behavior. Operational. Students will

always be more interactive in classrooms with solid communication skills.

Comprehension. The action or capability of understanding something. Operational.

Student comprehension is the understanding and interpretation of what is read.

English. The language of England is widely used in wide varieties throughout the world.

Operational. Students need English because it broadens their minds, develops emotional

abilities, and improves their quality of life by providing work opportunities.

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Fluency. The quality of speaking or writing a language, especially a foreign language,

efficiently and well. Operational. Provide the students many opportunities to read the same

passage orally several times.

Language. A system of communication used by a particular country or community.

Operational. Improve a student's cognitive function.

Metacognitive. The process of thinking about one's thinking and learning. Operational.

Enables students to become flexible, creative, and self-directed learners.

Oral communication. The exchange of information and ideas through spoken word.

Operational. Students can develop competency in something pervasive in their lives — to

reflect on it, to practice it, to get feedback on it so that they can become better at

accomplishing their goals.

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