The Five Macro Skills in Language of the Grade Four Pupils in Paaralang Elementarya Ng Escribano

Abstract

INTRODUCTION

There are five macro skills in language essential for effective communication. There is no one area that is more important than the others, as each of these skills should be regarded as being important because these skills are interrelated with each other. This study aims to know the amount of proficiency in listening, speaking, reading, writing and viewing skills of the pupils. It also aims to know what skills are already present and what skills need enhancing.

METHODS

The respondent's proficiency score was measured by the use of five instruments: Listening Comprehension Test, Reading Comprehension Test, Speaking Skill Test, Writing Skill Test and Viewing Comprehension Skill Test. They were also classified according to gender. The respondents of the study were the twenty-five grade four pupils. The descriptive research design with the researcher-made skill test was the main instrument used in gathering data. The researcher used a convenient sampling. As a gathering data instrument, test administration was used.

RESULTS

The data shows that the pupils' mean score in the Listening Comprehension Skill Test was average. In the Speaking Skill Test, the pupils obtained below average. Their mean performance in the Reading Comprehension Skill Test was average. They obtained above average in the Writing Skill Test. And in the Viewing Comprehension Skill Test, the result was average. The data revealed that the pupils' got an overall average. This implies that the proficiency level of grade four pupils in Paaralang Elementarya ng Escribano was adequate. The over-all English Proficiency revealed that out of the total score of 75, boys obtained below average. In totality given by the data, girls came out the better performer than boys.

DISCUSSIONS

Based on the results of the data presented, the Speaking Skill of the pupils is below average. The researcher came up with the following objectives to make them communicate effectively: to give each pupil a chance to speak in the class; to let pupils hear their voice, to identify their mistakes on intonation and pronunciation; to make pupils speak their mind; to make pupils feel comfortable in making a conversation; and to make pupils use the correct form of words.