Low Oral Participation Rate of Grade 9 Celsius in the English Subject as Basis for Intervention Program

Abstract

INTRODUCTION

Students' poor performance has challenged many secondary-language teachers to continue redefining their methods systematically trying them out and judging the results to come with novel ways of developing students' competence in the use of the English Language. The study on the low oral participation rate of Grade 9 Celsius in English: as the basis for Intervention Program aimed to identify the underlying problems that yield reticent students in English and consequently address these problems.

METHODS

This study used the descriptive-qualitative research design in as much as its tool point is to describe a phenomenon based on the current conditions and to ascertain the general characteristics of a group. The target population for this study was 40 Grade 9 students of Balayan National High School. Because of the small sample size, the results of the study cannot be generalized to other settings; however, the study fills a gap in the research by raising language teachers' awareness of infusing cooperative learning instruction into English subject. Relevant information was gathered by using the following: (1) an attitude questionnaire and (2) designed learning module highlighting activities to be performed by students. The modules to be used by the researcher is designed based on students' perceptions of how they could learn to speak English better.

RESULTS

Since the researcher wanted to increase students' confidence in speaking, they had to have more opportunity to practice speaking. Additional speaking activities were incorporated into the classroom learning experience of the third quarter. Ten (10) minutes with at least three (3) sessions per week were devoted to additional speaking activities during the learning experience. Listening, reading and writing skills were also included in the activity since these skills are interrelated with speaking.

DISCUSSIONS

The results showed that using additional speaking activities anchored in the learning competencies prescribed by DepEd were an effective catalyst to enhance students' oral participation rate and performance level. The activities have been a great agent reducing the factors that inhibit students in participating in oral discussion and activities.