SPEAKING ABILITY OF SHS LEARNERS OF SDO BATANGAS THROUGH

PERFORMANCE BASED LEARNING

Introduction
Speaking skills are one of the most important skills we learn, as they allow us to
communicate with others and express our thoughts and feelings. Speaking skills can be
separated into formal and informal speaking skills, and we use both types of speaking skills in
a variety of contexts throughout life. Speaking is identified to be diffcult to learn.

Speaking ability is important in human life . By speaking, people can communication

with other someone usually face some troubles in social interaction like he or she cannot
produce his ideas, arguments and feeling communicatively. According to Nursyamsi (2006),
One sometimes can understand what others say but he or she not able to communicate it.
This may happen because of low pratice, low motivation, less of communication

Methodology
This part presents the respondents, data gathering instrument, data gathering
procedure, and statistical treatment used in the study.

The respondents were senior high school students in SDO Batangas. The teachers
were the ones who needed to answer the survey questionnaire because they were the ones
who knew if there were problems with their students' speaking abilities in class. Survey
questionnaire was used as a data gathering instrument. The data gathering procedure of this
study was that they went to the SDO office in Batangas to ask for permission, and they also
asked permission from school heads and the principal. After being allowed by SDO officers,
school heads, and the principal, the researcher started to conduct the survey.

The statistical treatment used in the study were weighted mean and ranking.
Weighted mean was used for determining the assessments of the respondents regarding the
practicality and difficulty of conducting research. Ranking was used to determine the
positional importance of the respondents.

Results and Discussion

This part presents the results and discussion about speaking ability, reading
comprehension, and listening skills of shs learners of SDO batangas through performance
based learning.

Table 1
Based on Students' Performance-Based Learning, Speaking Ability
Speaking Ability WM Rank
4. Classroom use of language where the students focus on the formation of correct
examples of language
5. Practice language out of context where the students practice small of language that
require meaningful communication.
8. Turn-taking skills where the students practice ways of interjecting, eliciting an
interjection or preventing of emotions.
15. Redundancy where students utilize a broad variety of language forms, alternatives,
etc. 3.77 1
19. Appropriate rate of delivery where the students speak with appropriate speed, stress,
rhythm, and intonation in interaction.
20. Control language where the students classify the formality and informality of the
words to be uttered in conversations.
9. Relevant length of communication where the students practice speaking at a length
appropriate.
3.73 2
12. Range of words and grammar where the students practice using particular grammar
and/or vocabulary for speaking on a specific topic or for doing a specific task.
6. Using language functions where the students use specific phrases for purposes like
giving advice, apologizing, etc.
3.7 3
10. Responding the initiating where the students practice managing a conversation by
making responses, asking for responses or introducing a new topic or idea.
16. Reduced forms where the students use appropriate contractions, elisions, reduced
vowels, etc.
3.67 4
17. Use of performance variables where the students use hesitations, pauses,
backtracking and corrections in speaking.
18. Use of colloquial language where the students use such in expressing ideas: idioms,
etc.
1. Fluency where the students practice speaking with a logical flow without planning or
rehearsing.
3.63 5
7. Language appropriacy where the students practice using language appropriate for a
situation and making decisions about formality and choice of grammar or vocabulary.
13. Use of discourse markers where the students practice using words/phrases which 3.6 6
organize a talk (e.g., firstly, secondly, on the other hand, to summarize).
11. Repair and repetition where the students practice repeating or rephrasing parts of a 3.57 7
conversation when they suspect that what said was not understood.
14. Clustering where the students’ fluent speech is phrasal, not word by word.
3. Accuracy with words and pronunciation where the students practice using words, 3.5 8
structures and pronunciation accurately.
2. Natural use of language where the students produce language that may not be 3.37 9
predictable.

As seen in the table, the weighted means for items 4, 5, 8, 15, 19, and 20 put them in
first place for speaking competency. Suzuki (2018) claims that even when there are no
communication issues amongst the pupils, they are still meant to increase their linguistic
precision in speech. As crucial indicators of fluency that can alter the meaning of a word or
sentence, stress, rhythm, and intonation, according to Anglia (2022), are what people listen
for.
From the chart, it is clear that item number, with a weighted mean of 3.37, was ranked ninth in
terms of speaking ability competency. The pupils need to be reminded that speaking clearly
and accurately are important, according to Mohammadipour & Rashid (2015). explained Colle
(2022)

Recommendation
The researchers' suggestions for the administration, educators, parents, students, and
upcoming researchers are presented in this section.

For pupils who have speaking abilities, the researcher recommends that administration
establish public speaking classes and workshops. Students would have the chance to hone
their public speaking abilities in these seminars, which would also help them gain more self-
assurance when speaking to others. The school may also set up activities that would allow
pupils to practice speaking in front of an audience, such as public speaking contests and
events. The school might promote a culture of communication and collaboration by rewarding
and assisting students who have excellent public speaking skills.
According to the study, educators should foster a climate that supports student engagement
and candid communication with one another. pupil involvement.

References
Nursyamsi, L. (2006), Practical English Language Teaching Speaking (New
York : The Mc Graw. Hill companies .25 https://.digilibadin.unismah.ac.id

Anglia, N. (2022). Stress, rhythm and intonation in phonetics. Retrieved from https://
www.nordangliaeducation.com/bi ss-puxi/news/2022/02/22/stress-rhy thm-intonation-
phonology.

Colle, T. (2022). What is a speaking skill? definition and competencies. Retrieved from http
s://tenrycolle.com/skills/speaking/w hat-is-a-speaking-skill-definition-and-
competencies/.

Mohammadipour, M. & Rashid, S. M. (2015). The impact of task-based instruction program

on forstering esl learners' speaking ability: A cognitive approach. Advances in
Language and Literary Studies, 6(2), 113-126.
https://doi.org/10.7575/aiac.alls.v.6n.2p.113
Suzuki, W. (2018). Negotiation of meaning versus negotiation of form. The TESOL
Encyclopedia of English Language Teaching.
https://doi.org/10.1002/9781118784235.eelt0085