Oral Communication Proficiency of the Senior High School Students in the Division of Sorsogon

Abstract

INTRODUCTION

Eliciting participation in English class is a predicament to most language teachers. In English, by which oral performances take the highest percentage in the computation of grades, a student who is not participative may not pass the subject. English teachers who are expected to develop English language fluency among students face this quandary. This is challenging because the demand for jobs at present requires English proficiency as it can help individuals compete in the global market and become productive partners in the international arena. This study investigated the barriers to oral communication proficiency in English faced by senior high school students in the division of Sorsogon, School Year 2017-2018. The need for this study arises to meet the highest demand in world market employment, to settle the issue that broadens the gap between market employment and schools as producers of professionals needed in the market.

METHODS

Descriptive survey method was used in the study. Respondents are senior high school students of the division of Sorsogon. The survey questionnaire and students' semesterly Grade in Oral Communication in Context are the main instruments in gathering the data, which were analyzed and interpreted using DepEd rating system, frequency count, ranking, weighted mean, and chi-square.

RESULTS

Findings revealed that the average rating of students in oral communication proficiency is 77 percent, which falls on the descriptive rating of fair. The first three in ranks among psychological barriers were fear of committing mistakes, anxiety, and pressure to perform well. Barriers along instructional were interest in subject and topic, and interest in learning activities facilitated by the teacher. Identified linguistic barriers were limited English vocabulary, lack of skill in pronunciation, and knowledge of the topic. Physiological barriers were speech defects, illness, and hearing defects. Along performance conditions, the time for preparation, equal opportunities given to members of groups during group activities, and listeners' support are contributing indicators.

DISCUSSIONS

Since oral language provides the foundation for literacy development, students need daily opportunities to learn and practice oral English for their literacy skills to flourish. Thus, the researcher developed lesson exemplars to further develop students' oral communication proficiency.