Developing Students' Oral Communication Skills through the 100% Recitation Grade Approach

Abstract

INTRODUCTION

Communicative competence is predominantly emphasized under the K to 12 Basic Education Curriculum as language is the basis of all communication and the primary instrument of thought. Learning and knowing how to speak a second language is often judged to be the most vital of language skills. In fact, many classes devote much of their time to developing students' oral proficiency. Oral communication does not only involve producing the language correctly but also using it for particular purposes. Fraser (1983) states that when people use language, they characteristically do three things: they say something, they indicate how they intend the listener to take what they said, and they have definite effects on the listener results. In this context, it can be said that language means something spoken.

This study would greatly help language teachers in developing and improving students' oral communication to be able to ensure maximum participation and usage of the target language where learners can approach speaking as a way to negotiate to mean and to establish social relations with others.

METHODS

The observation tally sheet, pre-assessment, student self-assessment, and post-assessment were used. The researcher observed, identified and recorded the oral communication skills of 54 students who are enrolled at Sta. Anastacia-San Rafael National High School for the school year 2018-2019 before and after exposing them to the approach. Then she compared the result to measure the outcome of the approach in various oral discourses and class discussion.

RESULTS

Grade 9-Anthurium students' perception supports the claim that the 100% Recitation GradeApproach anchored through the Merit -The demerit System is effective. Fifty-three (53) students said that the approach is effective while only one (1) student said that it is not effective. This only manifests that the approach really helped them convey their idea utilizing the target language during their English class; thus, developing their oral communication.

DISCUSSIONS

The results demonstrate that the said approach could help elevate the communicative competence of students as they are forced to utilize the target language. This approach will fail or weaken when those in the teaching-learning process do not take an active role in the implementation and practice of this innovation. The implementation of this approach will lead to an increase in students' participation in class utilizing the target language.