Académique Documents
Professionnel Documents
Culture Documents
Rationale
who Delaney (2012) believed that have likely to make greater proficiency
gains, it is noticeable that some individuals give less attention and the worst
are those around the corner - avoiding to get in touch with the activities.
underlies in the perception of the students is that when the teacher asks
using the English tongue, the use of other languages is prohibited, a link to
Language (ESL) teachers for they need to stimulate their students' interests
using outnumbering ways. This is due to the belief that teachers often view
also stated on his article, “Quality and Quantity of Oral Participation and
et al, 2016).
1
However, a lot of issues slow the potential of a learner to talk.
Ability," most students are weak in oral means because other students
may laugh at them when they utter the wrong word while some do not
want to speak at all because they lack vocabulary. She also emphasized
that most of the time, these students do not speak the target language
were used, Lee still found out that these evaluation tools do not
2
language as a non-native one. Indeed, speaking is cited as the most
Like what Eustaquio stressed, Lee reiterated that the fear of negative
unending issues.
are alive, if they react to the ideas of the speaker, and if they can use
(Hess, 2001).
3
classrooms may create a third pedagogical method to benefit ESL
On the other hand, Lin and Hwang (2018) found that the online
one to use? The specificity is still unsure until he diagnoses his learners
the corner waiting to tackle. This brings a clear intent and emphasis on
was moved to seek how to enhance the oral participation of the grade
Local
4
According to Cantoy et al. (2017), students who have higher
academic ratings are most likely to perform in any activity. Also, Falsario
(2003) revealed in his study that with the better comprehension skills of
are more likely to have lower academic performance. They both stressed
skills.
Science High School, they found out that the more language proficient
the students are, the better they perform in their core subjects and have
finding, Php 5,001- Php 10,000 gain is a stable support to provide the
5
academic needs of the students. This statement is also evident as
Misbah, et al. (2017) found that aside from the lack of English
status of the family is one of the major themes that contribute to the
Foreign
As instruction goes forth, student silence begins to kill the lesson which
stated that using games in classroom could sustain the activity of the
what students might not find very interesting and the variety and
intensity that games offer may lower anxiety (Richard-Amato, 1988) and
6
encourage shyer learners to take part (Uberman, 1998), especially when
conditions.
In the study of Frymier and Houser (2015), they cited Velez and
7
that teachers should be attentive of their nonverbal behaviors by
directs the students how to go about the group work; Discuss where the
develop the content for presentation; Deliver where the students deliver
the content in front of the class; and lastly, Document where the teacher
along:
class discussion?
8
Assumptions/ Hypothesis
process.
La Union during the 1st Quarter of the academic year 2019-2020. The
respondents were forty (40) Grade 9 students from two sections. These
learners were evaluated based only on their oral participation during English
class discussions.
The result of this study will serve as baseline information about the oral
individuals:
9
Students. The result of this study will be a great benefit to the students
participation. Also, this study will give them additional knowledge on how
discussions.
to the school administrators because this would enable them to design new
classroom policies and guidelines which will accompany the needs of the
the issues and updating the teaching and learning process with the newest
Future Researchers. The result of this study can be a great help for
the future researchers as for the foundation of their studies with the same
10
psychology and generate the enthusiasm of students so as to achieve the
efforts where students develop their respective advantages and draw upon
or activities.
environment.
that represents reality but removes risk to the individual in the activities.
questionnaires.
describes the responses given. In order for the survey to be both reliable
11
and valid, properly constructed questions are imperative to apply.
al (2011) and was anchored by Never (1) and Always (4). In the adapted
oral participation scale, the researcher revised some of the indicators and
make learners more participative during discussion was adopted from the
is reflected on the 4- interval scale anchored with Strongly Disagree (1) and
Strongly Agree (4). The researcher made the presented strategies be stated
meaning.
profile while average weighted mean was used to determine the frequency
learning strategies.
12
IX. Gannt Chart
June
Week 1 (June 8-14, 2019) Week 2 (June 15-21, 2019)
Formulation of Sat Sun Mon. Tues. Weds. Thurs. Friday Sat Sun Mon. Tues. Weds. Thurs. Friday
title
Formulation of Sat Sun Mon. Tues. Weds. Thurs. Friday Sat Sun Mon. Tues. Weds. Thurs. Friday
Rationale until
Methodology
Formulation of Sat Sun Mon. Tues. Weds. Thurs. Friday Sat Sun Mon. Tues. Weds. Thurs. Friday
Questionnaire
Gathering of data Sat Sun Mon. Tues. Weds. Thurs. Friday Sat Sun Mon. Tues. Weds. Thurs. Friday
Formulation of Sat Sun Mon. Tues. Weds. Thurs. Friday Sat Sun Mon. Tues. Weds. Thurs. Friday
Results and
Discussions
Formulation of Sat Sun Mon. Tues. Weds. Thurs. Friday Sat Sun Mon. Tues. Weds. Thurs. Friday
Summary,
Conclusions and
Recommendations
Final Oral defense Sat Sun Mon. Tues. Weds. Thurs. Friday Sat Sun Mon. Tues. Weds. Thurs. Friday
Revision of Paper Sat Sun Mon. Tues. Weds. Thurs. Friday Sat Sun Mon. Tues. Weds. Thurs. Friday
X. Presentation of Data
results which seek to answer the specified problems of the present study.
Table 1
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As shown in the Table 1 above, 33 respondents landed in the three topmost
sets of grades ranging from 84 to 92. Getting almost half of the population, 17
respondents said that they received an average grade of 87-89 (42.5%) during
the last school year. While, 10 (25%) respondents revealed that they attained 84-
average grade are likely to perform with satisfactory results during class activities.
very well in class discussions (Fook et al., 2011) and language proficient as they
Table 2
belong in the lower brackets of Table 2 wherein the 2 lowest series of income
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15 students (37.5%) responded that their monthly family gain is ranging
from Php 4,000-Php 6,999 while 5 students (12.5%) said that their family gain
better with Php 7,000-9,999 family income. Out of 40 respondents, only 1 (2.5%)
In 2008, Castolo and Rebusquillo mentioned that Php 5,001- Php 10,000 is
The present data indicates that as time changes, the needs of individuals are
becoming more demanding and more expensive considering that household bills
released a statement on June 6, 2018 that a 5-man Filipino family can attain a
students cannot exercise their academic potentials as their parents are more
Table 3
Tagalog (45%) and Iloko (45%) while only 4 students (10%) are conversing in
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Tagalog as their societal language and only 1 (2.5%) of the respondents use
Derakhshan and Karimi (2015) inferred that if two languages, including the
vernacular and target language, shave more differences then, it would be difficult
for the learner to learn TL but if both languages have similarities then the likelihood
tend to translate their thoughts first from Tagalog in English which enable them
al. argue that for a person to speak or orally participate, he should have a rich
Table 4
Table 4 shows that music and songs are the most used materials to improve
16
Generation Z students are well-educated with technological advancements, 21 of
the total population (17.50%) say that books are still good language enhancers
while 14 students (11.67%) prefer to watch video contents in their social media
accounts.
From the top four most used language enhancing materials, it can be seen
themselves and they unnoticeably adapt and improve the use of English language.
are the easiest way to release negative feelings and at the same time, enhances
vocabulary and memorization. Social context of a music in its era can be relatable
Mingaracal (2015) found out that since books are highly available in both
homes and schools, learners often use them for vocabulary, grammatical
structures, sentence structures, and so on. He also cited Garcia (2013) that one of
the best ways to improve one’s communication skill is to read as much as possible.
Students who read books are the ones who have more knowledge in writing and
oral.
found out that Facebook activities were effective on improving participants’ oral
communication skills. Then the study recommended that Facebook activities may
be utilizing on improving other skills such as speaking and listening or even English
language pronunciation. This links to the integration of watching videos and other
instituted that the positive impacts of using social media among the
17
undergraduates appeared to be higher as compared to negative impacts,
communicational learning. With the easy access to social media nowadays, movies
can be also viewed and enjoyed by the learners for both leisure and academic
motives.
Table 2
Indicators AWM DE
understand someone.
my class.
OVER-ALL: 2.39 S
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Table 2 shows the frequency of students’ participation during class
the correct response or answer” and indicator “I ask follow-up questions until I
fully understand” acquired the highest weighted mean of 2.55 with the descriptive
values, and appreciation. These factors under this domain develop when students
have the confidence and initiative to answer the questions given by the teacher by
discussion is anchored with the study conducted by Bello (2013) wherein she
reiterated that questioning has remained one of the best tools in promoting
effective learning. It has been revealed on her study that whenever teachers gave
respondents of the current study always ask questions to their teacher until they
fully understand the lesson. Thus, their learning environment endorses positive
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descriptive equivalence of Sometimes (S). Students are hesitant to share their
personal opinions in the class because of many factors. They usually have the
notion that their answers are incorrect even if the teacher would only ask their
towards their classmates whenever their answers were incorrect. Mustapha (2010)
negative classmate traits ranked highest in the list of most frequent factors
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Table 3
Legend: AWM= Average Weighted Mean; DE= Descriptive Equivalence; 4.00-3.25 = Strongly
Agree (SA); 3.24-2.50 Agree (A); 2.49-1.75= Disagree (D); 1.74-1.00 = Strongly Disagree (SD)
learners to participate in their classes. It could be gleaned from the results that
the descriptors under Cooperative Activities acquired the highest weighted mean.
The descriptors, “It gives me confidence to talk in front when I have a partner”
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and “I can express my ideas when I’m in a group” share the same weighted mean
of 3.1 and descriptive equivalence of Agree (A). Thus, the learners perceived to
participate better when they are in groups or paired with their classmates and
group efforts. Students develop their respective advantages and draw upon others’
The result is in parallel with the outcome of the study conducted by Jung
Yin Kim (2016) entitled, "Group work oral participation examining Korean students'
for speakers to give their opinions; encourages cooperation and negotiation skills;
this study, the researchers focused on the inclusive processes when students work
in small groups. The results suggest that students’ active participation in the
discussions around the group work structures and analytical discussions, together
with the teacher’s more defined feedback and avoidance of the traditional
an inclusive manner.
Students’ Engagement Inside and Outside the Classroom” wherein it has been
reported that collaborative work was marked positive by 30% of the respondents.
22
Positive attitudes to collaborative work were often reflected on the group journals.
Comments were made in relation to how the groups worked on strategies for team
building, about the preparation for the group meetings and about decisions taken
on the selection of topics that were of interest to all members of the group. Groups
that worked well reflected on how beneficial the collaborative work was.
The indicator that obtained the lowest weighted mean falls under the
Disagree (D). Students tend to have public speaking anxiety as reflected on the
study conducted by Whai (2016) wherein it revealed that the main causes of oral
presentation difficulties faced by the students were lack of practice and stage
fright.
with the five categories of activities is 2.7, having the descriptive equivalence of
Often (O).
study entitled, “Enhancing the Oral Participation of the Grade 9 Students at DNHS
Summary
methodology and a summary of the salient features in the findings are in this
section.
23
number 1 dealt on the demographic English learner profile along their English
grade last academic Year (2018-2019), monthly family income, language most
frequently used, and lastly, language enhancing materials used. Problem number
The study involved one forty (40) Grade 9 students from Damortis National
High School. A descriptive survey research design was employed and was used in
this study. The data gathering instruments used were a demographic profile
percentage were used in getting the demographic profile while Likert Scale was
applied in getting the average weighted mean (AWM) of the checklists’ results and
“never. Also, a Likert Scale was used in in the getting the AWM from the responses
Salient Findings
Based on the analyzed data that the researchers gathered, this studied the
following:
1. Most of the respondents had an average English grade of 87-89 (42.5%) last
school year, having monthly gain ranging from Php 4,000-Php 6,999, had
frequently using Tagalog (45%) and Iloko (45%) at home while conversing in
Tagalog (92%) at school, and listening to music and songs (24.17%) to enhance
such as volunteering when they know the answer and in asking follow-up questions
24
until everything is understood. These two share the same weighted mean of 2.55
activities category got the highest weighted mean of 3.10 and having the
Conclusions
Based on the results and findings of the study, the researcher arrived at the
following conclusions:
1. Even though their families gain low to moderate income per month and are
frequently talking in Tagalog, students are still performing well and effective in
gaining better grades because they are motivated to learn while listening to music
and songs.
2. What drives the students to participate in is when they can relate to the topics
and interesting discussions. If both teacher and content are not motivating, then,
expect that silence would reign inside the classroom. Also, learning the subject
3. Though they enjoy group activities, students avoid to initiate and to lead their
groups. When assigned, they are reluctantly doing the discussions in front since
Recommendations
Based on the findings and conclusions made in this study, the following
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1. Students should always engage themselves speaking in English through the aid
themselves in the latest trends which are relatable to their learners. Localizing
conduct oral enhancement classes, which will focus on the individual performance
4. A week-long action plan plotting the probable simultaneous group and individual
activities for both English grammar and literature topics should be considered. For
Integrating the list of activities given by Huang and Hu (2015), this proposal
will only allow 10-20 minutes for oral group activities while 10 minutes for limited
oral individual tasks for daily meetings. Combining both types of activities are also
considered. Here, the teacher’s task is only to (1) motivate the students, (2)
explain the tasks, and (3) evaluate their outputs. The introduction of the topic, its
students and the subject teacher. This aims to monitor the progress of the
26
XII. References
27
Kho, M.G.W. & Leong, L.M. (2015). Causes of Academic Difficulties Faced by Students
at a Polythecnic at Sarawak.. The English Teacher, 44(3), p. 132-142
Kuśnierek, A. (2016). The Role of Music and Songs in Teaching English Vocabulary to
students. World Scientific News. WSN 43(1) pp. 1-55.
Lee, E. (2007). Linguistic and Cultural Factors in East Asian Students’ Oral Participation
in U.S. University Classrooms. International Education; Spring 2007; 36, (2) p.
27
Lin, C. J., & Hwang, G. J. (2018). A Learning Analytics Approach to Investigating Factors
Affecting EFL Students’ Oral Performance in a Flipped Classroom. Educational
Technology & Society, 21 (2), 205–219.
Misbah, et al. (2017). Identifying the Factors Contributing to Students’ Difficulties in the
English Language Learning. Scientific Research Open Access. Vol.08,13. p. 10
doi: 10.4236/ce.2017.813136
Meyer, K. (2009) Student Classroom Engagement: Rethinking Participation Grades and
Student Silence. Dissertation. Scripps College of Communication of Ohio
University. Ohio, Illinois.
Mustapha, S.M. et.al., (2010). Factors Influencing the Classroom Participation: A Case
Study of the Malaysian Undergraduate Students. Procedia- Social and Behavioral
Sciences, Vol. 9, pp. 10-79-1085. doi: 10.1016/j.sbspro.2010.12.289
Moore, D. (2011). Effective instructional strategies: From theory to practice. Calif: SAGE
Publications, Inc.
Mushtaq, A. (2018). The Effects of Social Media on the Undergraduate Students’
Academic Performances. Library Philosophy and Practice (e-journal).
https://digitalcommons.unl.edu/libphilprac/1779
Niño, D. (2010). The Role of Music in Young Learners’ Oral Production in English.
PROFILE Vol. 12, No. 1, 2010. ISSN 1657-0790. Bogotá, Colombia. Pp. 141-157
Oradee, T. (2012). Developing speaking skills using three communicative activities
(discussion, problem-solving, and role-playing). International Journal of Social
Science and Humanity, 2(6), 533-535.
Racca, R. B., & Lasaten, R. S. (2016) English Language Proficiency and Academic
Performance of Philippine Science High School Students. International Journal
of Languages, Literature and Linguistics, Vol. 2, No. 2.
Wu, R. (2017). A Study on SPOC Assisted College Oral English Teaching Strategies.
Theory and Practice in Language Studies, Vol. 7, (9) pp. 756-763, September 2017
doi: http://dx.doi.org/10.17507/tpls.0709.07
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XIII. Appendices
Appendix A
Florante T. Lachica
OIC, Office of the Principal
Damortis National High School
Damortis, Sto. Tomas, La Union
Sir:
In connection to this, may you allow the undersigned to conduct her study by
letting your selected Grade 9 Students accomplish the attached questionnaire
needed for this study. Rest assured that the respondents’ responses will be dealt
with outmost confidentiality.
Hoping for your favorable reply. Thank You and God bless.
Respectfully yours,
Rosalie J. Mejia
Noted:
29
Appendix B
Research Questionnaires
Dear Respondents,
Rosalie J. Mejia
QUESTIONNAIRE
At Home At School
___ English ___ English
30
___ Tagalog ___ Tagalog
___ Pangasinan ___ Pangasinan
___ Iloko ___ Iloko
___ Others: (specify) _____________ ___ Others: (specify) _____________
4. English language enhancing materials used (you can check more than one)
Directions: Put a check (√) on the column representing your degree of agreement to the
statement given.
Indicators 4 3 2 1
1. I volunteer when I know the correct response or answer.
2. I express my personal opinion in class.
3. I ask follow-up questions until I fully understand someone.
4. I ask questions that solicit the teacher’s opinions about the
content.
5. I speak out without being called on in my class.
6. I avoid expressing disagreement in my class.
7. I make recommendations in my class.
8. I ask for clarifications when issues discussed in class are unclear.
9. I avoid arguing in my class.
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Teaching-learning Descriptors 4 3 2 1
Strategies
I enjoy time-pressured word-guessing
activities because they push me to think
Competitive fast.
Activities I like rearranging challenging letters to
create new words on the board.
I enjoy following exciting instructions from
my group leader.
I love guessing person’s name using the
speaker’s hints.
Recreational It excites me to dub a certain part of a
Activities video clip.
I love listening to a part of a song and take
turns in writing the lyrics on the board and
deliver this song in front of the class.
I enjoy playing a certain role on a play or
drama and exchange dialogues with others.
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Appendix C
CURRICULUM VITAE
E-mail: rjmejia1515@gmal.com
Height: 5’1
Weight: 55 kilograms
Nationality: Filipino
Educational Background
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