Project SPEAK: Improving Oral Communication Skill in English of Grade Five Daffodil in West Bauan Central School

Abstract

INTRODUCTION

Speaking is a mode of communication most often used to express opinions, make arguments, offer explanations, transmit information’s, and make impressions on others.

METHODS

This action research embarked on intervention activities to enhance oral communication skills of Grade Five Daffodil pupils at West Bauan Central School this school year 2017-2018. This research used qualitative design. A Speaking Test was used to assess whether the objectives of this study were met.

RESULTS

A Speaking Test was utilized to determine the level of pupils Speaking ability. The test was composed of six levels, level 1 as the easiest and level 6 as the most difficult level. Results showed that out of 34 pupils, 13 pupils or 39 % of fell under level 1, which indicated ability to read short passages. On the other hand, 21 respondents or 61% of pupils were categorized in level 2 indicating ability to read a picture. Based on the administered test, pupils showed difficulty in expressing their answers which hindered moving to the next level. Others found difficulty in reading which was why they remained in level 1. After administering the Project SPEAK, Speaking Test was conducted once again to determine enhancement in the levels of pupils’ speaking ability that showed that from 39%, only 26% of the class or 9 respondents remained in level 1 and a total of 18 pupils or 53% were left in level 2. There was also an increase of 12% or 4pupils that moved to level 3 and 9% (3 pupils) in level 4 as well.This showed that Project SPEAK improves the oral communication skill of the class.

DISCUSSIONS

The result of this study can be used as baseline data in crafting intervention/ strategies that will enhance the oral communication skills in English.Project SPEAK (Successful Pupils speak English to Acquire Knowledge) could be a great help to improve pupil’s fluency in conversational English and improve pupils’ self-esteem resulting to active participation during class discussions thus improving students' academic performance.