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Level of Oral Communication Skills of HUMSS Students in Sacred Heart

Academy of Sta. Maria (Bulacan), Inc.

A Research Title Proposal

Presented to the Faculty of Sacred Heart Academy of Sta. Maria (Bulacan), Inc.

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2

by

Bajo, Elaine E.
Cruz, Louise Celestine M.
Delacruz, JhonPaul DR.
Del Rosario, Gizelle Ann I.
Feliciano, Christian Paolo G.C.
Santos, Nicole DC.
Tenorio, Alexandra Sophia P.
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Oral communication is a form of communication in which words, ideas,

feelings, and other things are expressed or transmitted to a receiver. It is basically

part of a daily life that is important when a person socialize. Another thing is that

oral communication is not just a simple way or process of communicating, it is also

seen as a skill that some people would like to learn and enhance for them to be

efficient to it. When it comes to education, basic skill for speaking, writing, or

reading is expected to the learners for them to cope up with the lessons inside an

institution. That is why there are teachers, instructors, and other guides that will

help students to improve and attain the skill for it. The need for oral communication

skill is very essential especially when you are in a higher level of education such

as junior high, senior high, and college because there are requirements that need

to be met in order to pass and perform better with any school activities and

academic workloads.

According to the conclusion of the study of Tan et al., (2020), teachers may

acknowledge the fact that learners who have repeated experience success have

higher self-efficacy than those students who experience repeated failures in class
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Thus, giving an array of experiences and building positive beliefs in students is

essential for them to develop their sense of self-efficacy. On the part of the

learners, there is a necessity for them to have full assimilation of their English oral

communication skills for it will help them determine what are their strengths as well

as the aspects they need to enhance to better perform in the subject (Torres &

Alieto, 2019).

In the study of Jovila S. De Vera and Presley V. De Vera (2018), it is

indicated that the statistical computation result of the students' performance in the

listening skills test as a component- indicator of oral communication skills, the

majority of them registered “good” performance level. On the other hand, based

on statistical computations that determined the relationship's significance between

academic and language-learning variables of students and their level

of performance on the two oral communication skills indicators, "academic

performance in English subject" was discovered to be related to the level of

performance in listening skills. In addition, "academic performance in English

subject" and "media exposure" were learned to be significantly related to speaking

abilities.

HUMSS (initials for "Humanities and Social Sciences") is a strand in Senior

High School Curriculum (SHSC) meant for those who aim to take up journalism,

communication arts, liberal arts, education, and other social sciences – related

courses in college. This strand revolves around improving the students' written and
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oral communication and discourse skills. It is in this strand that these mentioned

skills are honed in them to establish effective communication with people

whomthey will be working. As such, most of the subjects involved in this strand

focus on communication, language, and speech. Students who are taking up

HUMSS are, thereby, expected to be "great speakers," thus, their oral

communication skills, especially in using the English language, is essential to be

developed. (De Vera & De Vera, 2018)

The researchers chose this topic because it is relevant and useful to the

strand they are currently under. They want to know if the oral communication skills

in the certain population they are targeting is low and be able to determine the

certain level of skill do the HUMSS students in Sacred Heart Academy acquire.

At end of this research, the expected output to be achieve is to determine

the level of oral communication skills of HUMSS students in Sacred Heart

Academy that will give awareness to students on what they should enhance and

what interventions to be implemented if the result is low.

Background of the study

English is formally taught from the elementary level to the tertiary level in all

schools across the Philippines as one of the official languages. Despite the fact

that English is widely spoken in the Philippines, English language learners may
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still struggle to advance their proficiency, particularly in speaking the language.

This could affect how well children do in higher education settings and even when

they make job applications. According to the research, students find performing in

front of the class and receiving feedback from teachers face-to-face to be the most

stressful situations. When students are asked to speak in class without any prior

preparation, it has been noticed that they become anxious (Liu, 2006).

According to Gorkaltseva et al. (2015), it demonstrates how the students'

poor interest in verbal communication led to their lack of linguistic and pragmatic

competence. Based on Wang (2014), conceptualization involves the selection of

information to convey meaning, whereas in its creation, the speaker must choose

the right words to use.

This study was anchored on the Level of Oral Communication Skills of

HUMSS Students in Sacred Heart Academy. The researcher will gather the data

through survey questionnaires that will be given to the participants. Sacred Heart

Academy is a basic, secondary, and tertiary education institution. It is found in Sta.

Maria, a second-class municipality known as one of the progressive towns in the

Philippines' province of Bulacan. Sacred Heart Academy seeks to provide high-

quality education in a safe and nurturing environment in which stakeholders

demonstrate a spirit of respect and compassion, as well as responsibility and

commitment to academic excellence and community engagement. It was founded

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on February 15, 1963. Ka Carling founded the school (Carlos Santos Sr.). He

pioneered the construction of the first private secondary school in the town, whose

residents endured the hardships of commuting to the nearby town of Bulacan to

obtain a better education.

Theoretical Framework

Communication is the essence of life. It is a necessity. To express

themselves, human beings need to communicate. An individual has to

communicate to express his feelings, pass on information to the other human

beings and share his thoughts and feelings. Communication theory was proposed

by S. F. Scudder in the year 1980. It states that all living beings existing on the

planet communicate although the way of communication is different.

When you think about communication issues in the field of health and social

care, it is helpful to break down the different components of the communication

process. This way, you can think about all the different steps that take place in

every interaction between you and a service-user or colleague, and about all the

possible barriers or difficulties that might lead to a breakdown in communication.

There are many models and theories that analyze the communication process.

Here, we are going to look at one of the best-known: The Shannon-Weaver model.

This model was first published in 1948, and it has been adapted, modified, and

developed in many ways since. Claude Shannon was a mathematician and Warren
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Weaver was a scientist. They were primarily interested in “machine translation”,

and how early computers, radios and televisions transmit information. However,

the theory equally applies to human communication, and it remains hugely

influential in modern social sciences. It is the foundation of most current

communication theories, and for this reason, it is sometimes referred to as “the

mother of all models”

Conceptual Framework

To guide the researchers in the process of conducting this study, a research

paradigm was constructed.

Independent variable Dependent variable

Verbal Skills Level of Oral

Non-verbal Skills Communication Skills

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Figure 1. Research Paradigm

The figure above shows the relationship between the independent and

dependent variables that is related to the topic and will be useful to conduct the

study and gather data results from the respondents using survey method. The

figure consists of two tables. On the left side is the independent variables which

are the variables that will be the basis for the questionnaires while on the right side

is the dependent variable which is the variable that will be answered after

evaluating the survey results.

Statement of the Problem

The study aims to determine the level of oral communication skills of

HUMSS students in Sacred Heart Academy. Specifically, this study sought

answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Name

1.2 Grade level

1.3 Section

2. What is the level of oral communication skills of HUMSS

students in terms of:

2.1 Verbal skills

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2.2 Non-verbal skills

3. What intervention program should be implemented to alleviate

the problems of the students in enhancing their oral

communication skills?

Hypothesis

The level of oral communication skills of HUMSS students varies based on

their different level of knowledge on the said topic and what has been evaluated in

their survey results.

Scope and Limitation

This study will focus on the oral communication proficiency level of the

Humanities and Social Sciences (HUMSS) students of Sacred Heart Academy of

Sta. Maria, Bulacan. It will also cover how personal habits, media influence, and

practicing affect the linguistic and pragmatic competence of the respondents. This

study will be conducted at Dr. Teofilo Santiago Street, Barangay Poblacion, Santa

Maria, Bulacan with the help of the researchers and participants from Sacred Heart

Academy.
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Significance of the Study

HUMSS Students. They will be able to evaluate their own oral

communication skills as to what needs to be improved or enhanced. As HUMSS

students, they must recognize the importance of communication and how spoken

forms of communication benefit their peers. At the end of this study, they would

finally understand the importance of communication and acquire the knowledge

that will come from the result of this research.

Students. HUMSS students will not be the only type of student that will

benefit from this study. This paper will be beneficial for every learner in all levels

as this work consists of information that tells the role and importance of oral

communication skills for learning comprehensively and how will the result of this

research can inform those who will benefit of what should be done in order to

increase the level of every student’s skills for oral communication.

Teachers. The information provided will also be of great help to teachers

on how they can think or see more ways of making their in-depth discussions

interesting and meaningful particularly, through oral communication forms. The

teachers would also be aware of every HUMSS student's communicative literacy

that will be significantly important on how they will assess the learners.

DepEd. Department of Education or DepEd is the Philippine government's

executive branch in charge of ensuring access to, promoting equity in, and
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improving the quality of basic education. It is the primary agency in charge of

managing and governing the Philippine basic education system. In this research,

DepEd will gain instructive information that will assist them to develop new

concrete plans to execute in every learning institution that will be functional on

broadening or increasing a student’s oral communication skill.

Parents. As a parent or guardian, it is very important for them to know or

see that their children are learning expansively. And through this study, oral

communication skills will be emphasized to determine how important the role of it

in a student’s progress. In that way, the gathered data from this research will

benefit them as to how they can use their part on guiding their children on their

studies and social life that can greatly contribute on enhancing their oral

communication skills.

Future Researchers. To the future researchers, this study can be used as

a reference for their own study because this includes related literatures and studies

that might be relevant and applicable on their topic or perhaps their personal use

and progress.

Definition of Terms

The following terms were used and defined conceptually and operationally

for better understanding of the study:

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Communication. This is an act or process of exchanging of ideas and

expressions that begins from one person to another.

Communication Skills. This is the ability of an individual to impart or

convey a message or text to other person with the purpose of informing,

expressing, entertaining, and persuading.

Evaluate. This is done to assess people in identifying something by judging,

calculating, and rating things to get a result based on its quality, amount,

level, and etc. This term can be used in this research as the researcher will

evaluate clearly the results of the survey.

Oral Communication. This is a form or process of communication or

exchanging of ideas, thoughts, feelings, messages through the use of

spoken words and speaking voice. This is an essential ability to convey

important messages that aims to be clear and comprehensible.

Vocabulary Skills. It is the skill of being able to express oneself in many

ways with great understanding and connection on variety of words that is

convenient when speaking, writing, listening, and reading because he or

she will be able to easily interpret meanings.

Comprehensive learning. A process of knowing and acquiring knowledge

with the deeper understanding of meanings and applications of words,

topics, lessons, instructions, and any teachable things.

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HUMSS. It prepares students for a broad range of subjects or disciplines by

putting their experiences and skills to good use in the investigation and

inquiry of human situations by studying their behavior and social changes

utilizing empirical, analytical, and critical method techniques.

Listening Skills. Listening skills are abilities that add value to your ability

to receive information actively and accurately when communicating with

others. These attributes are necessary for effective workplace

communication.

Speaking Skills. These are defined as the ability to communicate

effectively. They enable us to communicate information verbally at any time

and any circumstances in a way that the listener can understand.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the pieces of related literature and studies that are

found relevant to the study.

Foreign Literature

The basic skills in life that people depend on are those skills or abilities that

allows them to express and impart things such as information, knowledge, feelings,

emotions, opinions, questions, and many more. One of this important basic skill

that plays a vital role in making a society or a community an engaging environment

is the oral communication skills. The root of the word “communication” in Latin is

communicare, which means to share, or to make common (Weekley, 1967).

Communication is defined as the process of understanding and sharing meaning

(Pearson & Nelson, 2000). In relation to this word, this study focuses on a specific

form or type of communication skills which is oral. To understand a matter or for

someone to understand you, one must acquire a communication skill because it is

the ability that enables an individual to effectively speak or communicate to a

chosen receiver and achieved what needs to be transmitted.

In this study, researchers used terms that is relatively helpful and relevant

to gather several information and facts about the research topic and problem. Low

oral communication skills is a timely problem in learning because of various factors

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and reasons. In the era of the fourth industrial revolution, English has become the

global language which is learned to acquire knowledge and meet the demand of

the current job-market by English as a foreign language (EFL) graduates with

content knowledge as well as oral communication skills and competencies in the

global EFL context (Aliyu, 2017; Pandey, 2014; Zukurnain & Kaur, 2014).

Notwithstanding, there is an immediate prerequisite for endorsing a globally

acceptable standard of EFL learners' oral English communication skills (OECSs)

in EFL contexts (Asulu & Kasyap, 2014). Concerning the importance of English,

learners should be skilled in oral English communication for maintaining offline and

online communications in all aspects. To develop EFL learners’ oral English

communication skills, both teachers and learners face several problems in an EFL

context. In the global EFL context, a considerable number of studies have

investigated the problems EFL learners face at different levels of education to

develop learners’ oral skills (Afshar & Asakereh, 2016; Alam, 2013; Alyan, 2013;

Khudhair, 2019; Polishchuk, 2018; Tsang, 2017; Yanagi & Baker, 2016) whereas

few studies were investigated from EFL teachers’ perspectives (Abda, 2017;

Bruner et al., 2015; Chen & Goh, 2011a; Demir, 2017; García, 2012; Nuraini,

2016).

According to (Parupalli SRINIVAS Rao, 2019), drastic changes are

occurring all over the world during this globalization era. When people have a

strong desire to achieve something, they experience these tremendous

vicissitudes. When people express their ideas and opinions clearly to others, their
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desires are fulfilled. As a result, they must learn communication skills in order to

achieve their ambitions, desires, and goals. Communication skills are essential in

today's world, and mastery of these skills is required to achieve success in their

respective fields. In order to communicate effectively in today's global world,

speaking is the most important of the four language skills. As English is widely

used all over the world, there is a need for learners to acquire the communication

skills of it to get success in their respective fields.

Even though it takes time to develop verbal communication skills, using

better methods can help students absorb concepts more effectively and apply their

knowledge in the field. Verbal communication skills are critical for success in any

discipline. Furthermore, individuals with better communication skills will have the

confidence and knowledge to not only land a good job but also perform well in

interviews (Reith-Hall & Montgomery, 2019).

Foreign Studies

Different studies talk about how a student’s level or oral communication

skills can be based on variety of factors. Several studies support claims according

to the result of different researches conducted. In a study of Assessment of Oral

Communication Skills of Humanities and Social Sciences Students: Basis for a

Proposed Speech Intervention Program, it is said that the student's level of oral
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communication skills is clearly demonstrated. Other students, on the other hand,

became concerned that some listeners might laugh at them when they speak

English because they are unsure of their grammar or are concerned that their

pronunciation is incorrect. For these reasons, they are embarrassed to volunteer

to answer oral discussions in the classroom. These are some of the perceived

barriers to oral communication skills among students. (Reyes, 2019)

According to Nora Cruz (2019), when basic instruction and opportunities to

practice speaking are provided in class, students have the potential to achieve a

wide range of goals. Oral communication realizes a task-based approach that

employs target expressions or language functions in the execution of task-types.

Utilizing the results of the pre- and post-tests in Oral Communication after using

task-based approach, this study looked into the level of oral communication skills

of the Grade 11 General Academic Strand students of Domalandan Center

Integrated School this school year 2018- 2019. The results of the study indicated

that students worked best in instructional formats that best suit their learning styles.

Teachers, are then called to task to exploit the role of tasks in students’ higher

motivation in classroom language learning. It also called on the teachers, to

develop alternative methods in aid of creating more effective learning environment.

The article about Developing Students Verbal Communication Skills and

Speech Etiquette in English Language Teaching by Abdikarimova, M., Tashbolot

kyzy, A. and Abdullaeva, Z. (2021) is investigating verbal communication research

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in teaching the English language, its importance, and necessity in daily human life.

This article shows how the teacher should help students to improve and develop

their verbal communication skills. For this point, some useful and effective

techniques with methods for teaching the English language are provided, which

we must use to develop students' verbal communication skills and speech

etiquette. Because verbal communication and speech etiquette play an important

role in a person's successful life, many researchers and article readers are

interested in this topic. Speech etiquette, like possessions, is a component in the

linguistic cultural picture of the world, and understanding of speech etiquette is

dependent on people's behavior. Speech etiquette is especially important in

foreign language study.

Based on the Journal of Technology Education, (2020), this study looks at

Purdue University's Integrated First-Year Experience of Design Thinking in

Technology, Fundamentals of Speech Communication, and First-Year

Composition and its effects on oral communication. We examined whether this

three-course integration inspired by writing-across-the-curriculum and

communication-across- the-curriculum would lead students to develop more

effective oral communication skills than a nonintegrated course. Frameworks for

21st century skills and the National Association of Colleges and Employers, (2017)

have pinpointed the importance of oral and written communication skills and

initiatives.
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The first way to connect and communicate is through speaking. According

to Aye and Phyu (in Zuhriyah, 2017), people need practical English-speaking skills

in the whole life aspects of this globalization era. Speaking is people’s way of

transmitting and sharing thoughts verbally to others. According to the findings and

the discussions in this research, this paper investigates the correlation between

learning habits, self-confidence, and speaking skills. It can be concluded that, first,

there is a positive and significant correlation between English learning habits and

students’ speaking skills. English learning habits make a useful contribution of

29.03% to students’ speaking skills. Second, there is a positive and significant

correlation between self-confidence and speaking skills. Self-confidence makes an

effective contribution of 23.85% to growing the students’ speaking skills. The last

finding shows that there is a positive and significant correlation between learning

habits, self-confidence, and speaking skills, with the effective contribution is

52.88%.

Local Literature

According to the study of (Davin et al., 2022), Language proficiency is the

ability to use language for a variety of communicative purposes. Users with a good

command of the language are considered to have a good command of it because

they can grasp it without difficulty, communicate a wide range of ideas clearly in

speech and writing, and comfortably engage with other speakers (Renandya et al.
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618). Thus, educators agree that proficiency in the English language is the basis

for success in academic pursuits. Indeed, language proficiency is a key to

academic performance. A person who does not speak English, for instance, may

not have an access to the majority of world’s known scientific and technological

innovations which are written in English. In addition, the importance of English self-

confidence in the process of adjusting to an English-speaking academic

environment in a socio-cultural and psychological level has been proven (Yang,

Noels, and Saumure 487-506). This statement gives an accurate explanation as

to how oral communication skills plays a vital role in our education. It is said that

having an efficient ability in language can lead you to a better way of

communicating and socializing with others because you have your way to make

your messages or words be transmitted in an explicit manner.

In a research article from (Costigan & Brink, 2019), it is said that

communication includes both linguistic (verbal and paraverbal) and nonlinguistic

(also known as nonverbal) forms (Brink & Costigan, 2015). Oral communication is

defined as “linguistic communication that exchanges information vocally and

aurally” (Brink & Costigan, 2015, p. 206). It is among the most important

competencies for the workplace (Buckley, Peach, & Weitzel, 1989; Kane, 1993;

Maes, Weldy, & Icenogle, 1997; Moody, Stewart, & Bolt-Lee, 2002).

Communication theory suggests that there are three broad types of oral

communication skills: presenting, listening, and conversing (Brink & Costigan,

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2015). According to Brink and Costigan (2015, p. 207) presenting (also known as

oral expression or speaking) is “the act of sending a message vocally,” listening

(also known as oral comprehension or active listening) is “the act of receiving a

message aurally,” and conversing refers to interactive presenting and listening that

occurs simultaneously. Presenting and listening are both labeled one-way

communication (Barry & Fulmer, 2004). The conversing skill, on the other hand,

involves greater interactivity, meaning that this form of communication is both two

way and synchronous. There are many types of conversing behaviors including

influencing, persuading, negotiating, conflict resolution, advising, informing,

describing, and explaining (Brink & Costigan, 2015). The three types of oral

communication skills are hierarchical in that conversing requires both presenting

and listening (Brink & Costigan, 2015). Therefore, the capacity to influence (i.e., a

type of conversing) necessarily requires both presenting and listening skills.

According to Lenis Aislinn Separa, Leonila J. Generales and S. Ruby (2019)

as written in their work entitled Self-Assessment on the Oral Communication of

Filipino College Students, though teaching of English has been a part of the

curriculum in the Philippine educational system, the language can yet be

considered as an automatic language for the Filipinos. To validate this, 151 college

students were surveyed on how they perceive themselves in terms of being

speakers of English as a second language. Results show that a significant number

conveyed the different aspects of oral communication which they consider as

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problem areas. And these areas of difficulty can be said to be rooted from their

concepts of what must be the standards of English.

Difficulty in speaking English is experienced by some people including

tertiary students. This happens because English is a foreign language and they

are not used to speak it as a language of communication in daily activities. In

addition, vocabulary, grammar and how to pronounce English words that are very

different from mother tongue also make it difficult for students to speak in English.

However, the difficulties in speaking English can be overcome with several

strategies. Each student has a different learning strategy in dealing with difficulties

in speaking English. Learning strategy is defined as specific actions, behaviors,

steps, or techniques that are used by students to improve their learning, such as

looking for partners in conversation or giving encouragement to overcome a

difficult language task. Speaking is the use of language to communicate with

others by expressing ideas, feelings, thoughts, and information. This is consistent

with the statement that speaking is an activity performed to communicate with

others. When someone speaks, he or she interacts with others and uses language

to express ideas, feelings, and thoughts. He or she also communicates with others

to share information. People need to speak because they need to communicate

with one another, share ideas, expressions, and thoughts. They must also

communicate effectively with one another. Speaking is regarded as the most

difficult of the four language skills of speaking, listening, reading, and writing
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because producing the language requires great courage and preparation. In this

study of (Belaman, J. A. X. et al, 2022) researchers used terms that is relatively

helpful and relevant to gather several information and facts about the research

topic and problem. Low oral communication skills is a timely problem in learning

because of various factors and reasons. Communication and oral presentation

skills are becoming more important in today's world. The importance of speaking

is acknowledged in the daily life of students. Students must have the necessary

skills to compete in the global economy and succeed in their professional careers.

The skills needed to excel in English are becoming more prevalent globally. The

21st century demands that graduates have the necessary skills to effectively

communicate with International Journal of Academic Research in Business and

Social Sciences Vol. 1 2, No. 6, 2022, E-ISSN: 2222-6990 © 2022 HRMARS 851

others and acquire effective oral presentation skills. According to a study

conducted in 2008 by Trevelayan & Tilli, 60% of graduates spend their time talking

to people. Some English as a second language (English L2) speakers are able to

communicate effectively, while others find it difficult to achieve the same level of

communication. As Candlin explained in 1983, many students encounter problems

outside of the classroom when they encounter communication situations due to

their lack of linguistic knowledge. Through communication strategies, students can

overcome various communication obstacles and develop their communicative

abilities (Canale & Swaine, 1980). Some of these include choosing the appropriate
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words and phrases to communicate their thoughts and ideas. They often face

difficulties in communicating their thoughts in a different language due to their lack

of communication skills. These strategies aim to help the speakers to reduce or

remove their obstacles while communicating their thoughts and ideas to the others

(Lam, 2006).

For EFL (English as a Foreign Language) learners, gaining mastery over

oral English communication skills is always more challenging than other language

skills like reading, listening, and writing. In the Fourth Industrial Revolution era, the

demand for oral English communication skills is inevitably increased for the use of

IoT as a means of communication globally. The word ‘communication’ originated

from the Latin word ‘communicare’ (meaning to share), and the French word

‘communis’ (common) means one’s experience sharing with others (Okoro, 2007).

Oliver and Philp (2014) defined oral communication as “the speaking and listening

that occurs in real-time (i.e., in the present) in communicative exchanges (i.e.,

interactions)” (p. 5). This kind of exchange depends on the process of meaning-

making and understanding of both communicators (Adler & Rodman, 2009). The

significance of oral communication skills in mastering a second language was

accentuated by Ellis (2003) when he highlighted that second and foreign language

acquisition encompasses the ability to use the sound and grammar systems to

communicate meanings. Oral communication skills make face-to-face interactions

possible, as well as long-distance interactions such as online conversations. In this

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techno-drenched world, for maintaining online and offline communication, EFL

learners need to be skilled in oral communication including various vital aspects.

In today’s global context, they often need oral English communication skills for

expressing opinions, making arguments, offering explanations, transmitting

information, and making impressions upon others in their personal lives, future

workplaces, social interactions, and political endeavors (Rahman, 2010).

Local Studies

According to Richmond Romar S. Rivera (2022), some people held the

opinion that some students are excellent writers but poor speakers. In order to

improve their writing abilities, Humanities and Social Sciences students in senior

high school must take writing classes like Creative Writing and Creative Non-

Fiction in addition to Reading and Writing in their core subjects. Despite the

HUMSS curriculum's best efforts, some students were unable to write clearly and

effectively. The purpose of this paper was to assess the writing skills of the HUMSS

students, so it can be useful. It might also assist the teachers in determining what

needs to be done to enhance the HUMSS student's writing skills. The study's

descriptive-correlational design was used to assess the HUMSS 11 students'

writing proficiency and grammatical errors. The study examined sixty (60) eulogies

that serve as written discourses. It was discovered that the respondents' mean
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

writing proficiency score was 2.37 (Fair to Poor). The respondents' written

discourses contained grammatical errors, with their inconsistent use of verb tenses

being the most prevalent. As gender is not a significant factor that influences the

students' writing competence, there is no significant relationship between gender

and level of writing proficiency. Given that female students typically perform better

than male students, there is a significant difference in the respondents' scores.

According to Joseph B. Quinto (2020), the lack of research on oral

corrective feedback in the Philippines and the implementation of the K–12

curriculum led the researcher to conclude that it was important to explain the

importance of corrective feedback in oral communication classes. The purpose of

the study was to identify the different kinds of oral corrective feedback preferred

by students and used by oral communication teachers, as well as the effectiveness

of oral corrective feedback as perceived by teachers and students and the

discrepancy between these perceptions.

According to Ed B. Bautista (2020), students' communication development

can be hampered if language skill development is not taken seriously. Language

skill development is crucial for the development of students' academic abilities. In

light of this, students who had weak speaking and listening abilities might have

trouble improving their language abilities. The average level of English proficiency

among students from the Philippines was lower than that of Thailand in a recent
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

survey on language proficiency conducted by Hopkins International Partners.

Simply put, this suggests that the Philippines' standing among Asian nations with

strong English-speaking populations has suddenly dropped (GMA News Online,

2018).

English proficiency is considered a frontline skill especially among

Humanities and Social Sciences students in the locality. This study was conducted

to explore what particular types of code-switching affect the speaking performance

among HUMSS. It determined the students’ demographic profile, types of English

reading materials, time spent in reading, types of media, time spent in viewing and

length exposure to English conversations, frequency of code-switching, and their

level of speaking performance. The study used the Spearman rank correlation

coefficient to determine the relationships between the demographic profile and the

types of code-switching used in the conversation and the relationship of the types

of code-switching and the level of speaking performance. The findings revealed

that the speaking performance of the respondents is not generally affected by their

exposure to English conversation. Nonetheless, it was found out that exposure to

English reading materials and media corresponds to students’ fluency in speaking.

In addition, using intra-sentential and tag code-switching make students speak

fluently in the conversation. With this, it is concluded that intra-sentential and tag

code-switching are communicative pedagogical approaches that can be adopted

to meet classroom language needs. Likewise, the availability of learning materials

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

either English reading materials and media or multimedia sources at home and in

the classroom are crucial factors to foster students speaking performance. Thus,

the study highly recommends that the conduct of intervention to students’ low level

of speaking performance through the exposure to English reading materials and

media, as well as the creation of home libraries and innovative media sources to

promote students’ literacy skills. (Studies, 2021)

In order for students to effectively transfer oral communication skills from

academic to professional settings, they must have high oral communication self-

efficacy. We significantly increased oral communication self-efficacy in a sample

of 97 undergraduate business majors by incorporating enactive mastery, vicarious

experience, verbal persuasion, and physiological arousal into a business

communication course. Self-efficacy was positively and significantly correlated

with course performance, and increases in self-efficacy were positively and

significantly correlated with changes in overall grade point average. By targeting

self-efficacy, instructors can improve students’ oral communication skills and help

them transfer these skills from academic to professional settings. (Cavanagh et

al., 2019)
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Synthesis of Related Literature and Studies

People rely on basic skills or abilities to express and impart information,

knowledge, feelings, emotions, opinions, questions, and many other things in their

daily lives. Oral communication skills are an important basic skill that plays a vital

role in making a society or community an engaging environment. Communication

is defined as the process of understanding and sharing meaning (Pearson &

Nelson, 2000). Various studies discuss how a student's level or oral

communication skills can be influenced by a variety of factors. According to the

findings of various studies, several studies back up the claims.

English proficiency is regarded as a critical skill, particularly among students

studying Humanities and Social Sciences in the area. Language skill growth is

essential for the academic development of students. As a result, students with poor

speaking and listening skills may struggle to improve their language skills. Ellis

(2003) emphasized the importance of oral communication skills in mastering a

second language when he stated that second and foreign language acquisition

includes the ability to use the sound and grammar systems to communicate

meanings. Face-to-face interactions, as well as long-distance interactions such as

online conversations, are made possible by oral communication skills.

The review of related literature and studies that were mentioned above were

timely and relevant that will support the hypothesis and problem of this study. The

different studies and articles found acknowledged the factors needed to determine
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

the level of oral communication of HUMSS students. In relation, the accurate

findings of each study above greatly influenced this research through finding facts

and useful explanations related to oral communication skills such as language

proficiency, academic performance, reading skills, speaking skills, and more.

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Chapter 3

RESEARCH METHODOLGY

Research Method Used

The descriptive method of research was the method used in this study.

According to Manuel and Medel (1976), descriptive research involves the

description, recording, analysis and interpretation of the present nature,

composition, or process of phenomena. The focus is on the prevailing conditions,

on how a person, group, or thing behaves or function at the time of the study.

This type of research method was used because this study is quantitative

and will use questionnaire as the research instrument to gather information about

oral communication skills of HUMSS students.

Population

The population of this study consists of all HUMSS students in grade 11

and 12 at Sacred Heart Academy of Sta. Maria, (Bulacan) Inc.

Table I shows the total population of the respondents.

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Table 1
Total Population of the Respondents

Sections Population

Amorsolo 40

Bonifacio 20

Plato 20

TOTAL 80

Description of the Respondents

The respondents of this study were the grade 11 and grade 12 HUMSS

students at Sacred Heart Academy of Sta. Maria, (Bulacan) Inc. They were chosen

because their strand is all about improving student’s reading, writing, and speaking

skills and this research mainly focuses on oral communication skills which is

greatly essential for the courses under this strand. For those who are planning to

pursue journalism, communication arts, liberal arts, education, and other social-

science related courses, this study will be of great help as a reference or guide as

to why level of oral communication skills is significantly important to every aspect

of learning.
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Research Instrument

The main instrument that this study will utilize is a survey type

questionnaire. Likert Scale will be used to collect the data and to determine the

level of the individuals’ oral skills. Since they have a degree of choice and are not

pressured to conform to a small number of answers, the respondents are free to

respond however they feel. At the evaluation, the respondents’ answers are mostly

about their habits, their speaking ability, and their feelings towards their oral

communication skills.

Part 1 of the questionnaire was about the personal profile of the

respondents in terms of name, grade level, and their section.

Part 2 of the questionnaire was about the respondents’ verbal and non-

verbal skills. A checklist type of questionnaire was used in this study.

Data Gathering Procedure

This section will explain the order in which the Researchers will collect data.

The researchers will conduct a survey to assess each HUMSS student's oral

communication ability. The researcher instructed them on how to complete the

questionnaire forms and described the goals of this research. The researcher will
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analyze the questionnaires as soon as the survey forms are completed. Lastly,

according to the results of this survey, the researchers will be able to determine

the level of oral communication skills of HUMSS students in Sacred Heart

Academy of Sta. Maria (Bulacan), Inc.

Statistical Treatment of Data

This is the gathered data collected, talled, and correspondingly summarized

by the researchers. The gathered data was collected through survey questions,

and was subjected by the statistical treatment of data ordered to ensure the

credibility and reliability of the results.

The following was analyzed using statistical tools, and will be used to answer

the problems in our study:

1. Frequency and Percentage Distribution. This is the distribution of display data

that will determine the number of respondents who will answer the survey

questions.

In creating frequency and percentage distribution it invloves the number of

observation to be presented, and counting it.

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

FORMULA: = P (f / n) × 100

WHERE:

P = percentage

F = frequency

N = number of respondent

2. Weighted Mean. This was used to determine the importance of data values to

values. The data with a high weight contributes a lot understanding to the study.

The following is the scale of statistical values used in our research study:

Scale Scale of Range Item Descriptive

Rating

5 4.20 – 5.00 Very high

4 3.40 – 4.19 High

3 2.60 – 3.49 Moderate

2 1.80 – 2.59 Low

1 1.00 – 1.79 Very low

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents analysis and interpretation of the data gathered

through the use of survey questionnaire.

Table 2

Frequency and Percentage Distribution of the Respondents

According to Grade level

Grade level Frequency Percentage %

11 47 73

12 17 27

TOTAL 64 100

As seen in the table, 47 or 73.43% were grade eleven students and 17 or

26.56 were grade twelve students from Sacred Heart Academy of Sta. Maria

(Bulacan), Inc. A total of 64 senior high students from grade eleven and grade

twelve level under the HUMSS strand.

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Table 3

Frequency and Percentage Distribution of the Respondents

According to Section

Section Frequency Percentage %

Amorsolo 33 51.56

Bonifacio 14 21.88

Plato 17 26.56

TOTAL 64 100

The table shows the frequency and percentage of each section under grade

11 and grade 12 level of HUMSS strand. The section of Grade 11 - Amorsolo has

33 respondents or 51.56 % of total population. The Grade 11 – Bonifacio has 14

respondents or 21.88 %. Lastly, the Grade 12 – Plato has 17 respondents or 26.56

%. Overall, the frequency and percentage distribution of the respondents

according to section has a total of 64 respondents or 100% in totality.

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Table 4

Computed Weighted Mean and Interpretation of 11 – HUMSS Amorsolo

Students’ Verbal Skills

Verbal Skills Weighted Mean Interpretation

In a conversation in 3.30 Moderate

class, when you want to
say something and can’t
wait, ask for permission
to intervene.
I make an effort to 3.48 High
comprehend concepts
that differ from mine.
I consider suggestions 4.67 Very high
from people I work with.
I am aware of the effects 4.61 Very high
of my behavior on others.
I can tell if someone is 4.48 Very high
not sure about what
they are saying by the
tone of their voice.
When someone says 4.63 Very high
something I don't
understand, I ask them to
explain it.
You are aware of how 4.58 Very high
your tone of voice
and volume may affect
others.

This table has seven items of verbal skills questionnaire. It consists of the

computed weighted mean and verbal interpretation of 11 – HUMSS Amorsolo

students’ verbal skills. As seen in the table above, Item no. 3 got the highest

computed weighted mean of 4.67 and a verbal interpretation of Very high. The

second item with the highest weighted mean of 4.63 is Item no. 6 and a verbal
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

interpretation of Very High. The item who got the lowest weighted mean of 3.30 is

Item no. 1 and a verbal interpretation of Moderate. The respondents answered

Very high in most of the items.

Table 5

Computed Weighted Mean and Interpretation of 11 – HUMSS Amorsolo

Students’ Non-verbal Skills

Non-verbal Skills Weighted Mean Interpretation

You use body language to 4.45 Very high

make yourself understood
People can read your 4.09 High
emotions just by
looking at your face
I am aware of my gestures 4.39 Very high
when talking to
people.
When I disagree with 4.36 Very high
anything, I usually
choose to remain silent.
I can understand a person’s 4.42 Very high
mood through
his/her facial expression.

This table has five items of non-verbal skills questionnaire. It consists of the

computed weighted mean and verbal interpretation of 11 – HUMSS Amorsolo

students’ non-verbal skills. As seen in the table above, Item no. 1 got the highest

computed weighted mean of 4.45 and a verbal interpretation of Very high. The

second item with the highest weighted mean of 4.39 is Item no. 3 and a verbal

interpretation of Very High. The item who got the lowest weighted mean of 4.09 is
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Item no. 2 and a verbal interpretation of High.

Table 6

Computed Weighted Mean and Interpretation of 11 – HUMSS Bonifacio

Students’ Verbal Skills

Verbal Skills Weighted Mean Interpretation

In a conversation in class, 3.71 High

when you want to say
something and can’t wait,
ask for permission to
intervene.
I make an effort to 4.14 High
comprehend concepts that
differ from mine.
I consider suggestions from 4.64 Very high
people I work with.
I am aware of the effects of 4.57 Very high
my behavior on others.
I can tell if someone is not 4.5 Very high
sure about what
they are saying by the tone
of their voice.
When someone says 4.5 Very high
something I don't
understand, I ask them to
explain it.
You are aware of how your 4.35 Very high
tone of voice
and volume may affect
others.

Table 6 shows the computed weighted mean and verbal interpretation of 11

– HUMSS Bonifacio students’ verbal skills. As seen in the table, Item no. 3 got the

highest computed weighted mean of 4.64 and a verbal interpretation of Very high.
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

The second item with the highest weighted mean of 4.57 is Item no. 4 and a verbal

interpretation of Very High. The item who got the lowest weighted mean of 3.71 is

Item no. 1 and a verbal interpretation of High.

Table 7

Computed Weighted Mean and Interpretation of 11 – HUMSS Bonifacio

Students’ Non-verbal Skills

Non-verbal Skills Weighted Mean Interpretation

You use body language to 4.21 Very high

make yourself understood
People can read your 4 High
emotions just by
looking at your face
I am aware of my gestures 4.35 Very high
when talking to
people.
When I disagree with 4.35 Very high
anything, I usually
choose to remain silent.
I can understand a person’s 4.42 Very high
mood through
his/her facial expression.

Table 7 shows the computed weighted mean and verbal interpretation of 11

– HUMSS Bonifacio students’ non-verbal skills. As seen in the table, Item no. 5 got

the highest computed weighted mean of 4.42 and a verbal interpretation of Very

high. The items who got the second highest weighted mean of 4.35 is Item no. 3

and 4 and a verbal interpretation of Very High. The item who got the lowest

weighted mean of 4 is Item no. 2 and a verbal interpretation of High.

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Table 8

Computed Weighted Mean and Interpretation of 12 – HUMSS Plato

Students’ Verbal Skills

Verbal Skills Weighted Mean Interpretation

In a conversation in 3.82 High

class, when you want to
say something and can’t
wait, ask for permission
to intervene.
I make an effort to 4 High
comprehend concepts
that differ from mine.
I consider suggestions 4.47 Very high
from people I work with.
I am aware of the effects 4.47 Very high
of my behavior on others.
I can tell if someone is 3.94 High
not sure about what
they are saying by the
tone of their voice.
When someone says 4.18 High
something I don't
understand, I ask them to
explain it.
You are aware of how 4.24 Very high
your tone of voice
and volume may affect
others.

This table indicates the computed weighted mean and verbal interpretation

of 12 – HUMSS Plato students’ verbal skills. As seen in the table above, Item no.

5 got the highest computed weighted mean of 4.29 and a verbal interpretation of

Very High. The second item with the highest weighted mean of 4 is Item no. 1
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

and a verbal interpretation of High. The item who got the lowest weighted mean of

3.29 is Item no. 2 and a verbal interpretation of Moderate.

Table 9

Computed Weighted Mean and Interpretation of 12 – HUMSS Plato

Students’ Non-verbal Skills

Non-verbal Skills Weighted Mean Interpretation

You use body language 4 High

to make yourself
understood
People can read your 3.29 Moderate
emotions just by
looking at your face
I am aware of my 3.82 High
gestures when talking to
people.
When I disagree with 3.94 High
anything, I usually
choose to remain silent.
I can understand a 4.29 Very high
person’s mood through
his/her facial expression.

This table has five items of a verbal skills questionnaire. It consists of the

computed weighted mean and verbal interpretation of 12 – HUMSS Plato Students’

Non-verbal Skills. As seen in the table above, Item no. 5 got the highest computed

weighted mean of 4.29 and a verbal interpretation of Very High. The second item

with the highest weighted mean of 4 is Item no. 1 and a verbal interpretation of

High. The item who got the lowest weighted mean of 3.29 is Item no. 2 and a verbal

interpretation of Moderate.
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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Table 10

Overall Level of Oral Communication Skills of HUMSS Students in terms of

Verbal Skills

Section Weighted mean Verbal

Interpretation

Amorsolo 4.25 Very high

Bonifacio 4.34 Very high

Plato 4.16 High

TOTAL 4.25 Very high

Table 10 shows the Overall Level of Oral communication skills of

HUMSS students in terms of verbal skills. In terms of verbal skills, section

Bonifacio got the highest weighted mean of 4.25 with a verbal interpretation of

Very High. Section Amorsolo got the second highest weighted mean of 4.25

with a verbal interpretation of Very High. And section Plato got the lowest

weighted mean of 4.16 with a verbal interpretation of High. The total weighted

mean is 4.25 with a verbal interpretation of Very High.

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Table 11

Overall Level of Oral Communication Skills of HUMSS Students in terms of

Non-verbal Skills

Section Weighted mean Verbal

Interpretation

Amorsolo 4.34 Very high

Bonifacio 4.27 Very high

Plato 3.87 High

TOTAL 4.16 High

Table 11 shows the Overall Level of Oral communication skills of

HUMSS students in terms of non-verbal skills. In terms of non-verbal skills,

Amorsolo got the highest weighted mean of 4.34 with a verbal interpretation of

Very High. Bonifacio got the second highest weighted mean of 4.27 with a

verbal interpretation of Very High. Plato got the lowest weighted mean of 3.87

with a verbal interpretation of High. The total weighted mean is 4.16 with a

verbal interpretation of Very High.

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Table 12

Overall Level of Oral Communication Skills of HUMSS Students in Sacred

Heart Academy of Sta. Maria (Bulacan), Inc.

Oral Communication General weighted Verbal

Skills mean Interpretation

Verbal Skills 4.25 Very high

Non-verbal Skills 4.16 High

TOTAL 4.21 Very high

Table 12 shows the Overall Level of Oral Communication Skills of HUMSS

Students in Sacred Heart Academy of Sta. Maria (Bulacan), Inc. It is composed of

the general weighted mean of both verbal and non-verbal skills. Verbal skills got

the highest weighted mean of 4.25 and a verbal interpretation of Very High. Non-

verbal skills got the lowest weighted mean of 4.16 and a verbal interpretation of

High. The general weighted mean of both verbal and non-verbal skills is 4.21 and

a verbal interpretation of Very high.

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the brief description about the study’s concept. The

findings, the conclusion drawn from the results, and the recommendations

formulated by the researchers.

SUMMARY

The purpose of this study is to determine the level of oral communication

skills of HUMSS students in Sacred Heart Academy of Sta. Maria (Bulacan), Inc.

The main instrument that this study utilized is a survey type questionnaire. Likert

Scale was used to collect the data and to determine the level of the individuals’

oral skills. A quantitative research design and convenience sampling were used

and survey questionnaires distributed via face to face among the grade eleven and

twelve students under the Humanities and Social Sciences strand were the primary

data collection instrument. The survey questionnaire is composed of two tables.

The first table is about the verbal skills and the second table is about non-verbal

skills of the respondents. This study used statistical tools such as frequency and

percentage distribution and weighted mean to ensure the credibility and reliability

of the results. The overall results from computing the general weighted average of

64 out of 80 respondents is the general weighted mean of 4.21 and a verbal

interpretation of Very High in the level of oral communication skills.

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

FINDINGS

The following were the findings of the study.

1. Sacred Heart Academy has a total of 80 respondents. Within the 80

target respondents, Amorsolo has a total of 40 Grade 11 students. Out

of 40, only 33 or 51.56% of respondents from that section has

answered the survey. Bonifacio has a total of 20 Grade 11 students

and 14 or 21.88% of respondents from that section answered the

survey. While Plato has a total of 20 Grade 12 students. 17or 26.56%

of respondents from that section were able to answer the survey.

2. The two variables or factors that affects the respondents' oral

communication abilities are verbal and non-verbal skills. Based from

the tally and result, 64 out of 80 total of population were able to

participate and got a weighted mean of 4.21 of from the combined

weighted mean of verbal and non-verbal skills. The verbal

interpretation of the final weighted mean is Very high which indicates

high level of attainment of oral communication.

3. Between verbal and non-verbal skills, HUMSS Students’ verbal skills

was higher with a general weighted mean of 4.25 than non-verbal skills

with a general weighted mean of 4.16. Meaning they are more

proficient in communicating verbally.

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

4. The survey results showed that the level of oral communication skills of

HUMSS students is Very high and does not require interventions to be

Implemented as it shows that HUMSS students has enough knowledge

on how to communicate well.

CONCLUSIONS

Based on the findings of the study, the following conclusions were made:

1. The study were able to gather 80% from the total target population. It is

comprised of three sections. Two sections of Grade 11 HUMSS and one section

of Grade 12 HUMSS for school year 2022 – 2023.

2. Each student has different perspective and preference on how they

want to communicate. Most of the respondents prefer to communicate verbally. It

means they are more confident and comfortable in expressing with the use of

words.

3. Based on their answer for each question, it reflects how high the level of

oral communication attainment they have. Their verbal skills were used mostly

when suggesting, intervening in class, and asking something. It is more on

interactive side of communication.

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4. The given surveys showed that no one from the population has very low

level of oral communication. It is between very high and high verbal interpretation

based on the scale we used. This greatly indicate that the students are far from

having many difficulties in communication or socializing outside their comfort

zone or in class.
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