Enhancement of Oral Communication Skills of Intermediate Pupils through Cooperative Learning Approach

Abstract

INTRODUCTION

Globalization paves way for educational reforms that continuously bring change and challenges into the classrooms to be responsive to 21st Century education. One of the challenges in this era roughly includes pupils’ communication skills using the English language. There are many pupils who find these skills to be stumbling blocks to their progress. The researcher seeks to identify and describe the levels of oral communication skills using English language of the intermediate pupils through the Cooperative Learning Approach.

METHODS

The researcher utilized the Descriptive Method of research. A survey was also administered to the total population of the intermediate pupils. Furthermore, the scores in oral performances of the intermediate pupils were also used as data to achieve other objectives of the study. The researcher used multiple scales in determining the responses of the subjects of the study. The researcher has also drawn a range of different procedures such as observations, interviews, oral performance records, and questionnaire for the acquisition of relevant data necessary in this study.

RESULTS

Based on the interview and observation, the researcher perceived that an average number of pupils can communicate well in their respective classes. The researcher found out that pupils were unable to participate in classroom discussions because some pupils are afraid of making grammatical and pronunciation mistakes and that their classmates make fun of them because they have deficient vocabulary. The results of the research communicate that a high portion of the respondents recognize the benefit of cooperative work in improving their oral communication skills.

DISCUSSIONS

Direct evidence showed that cooperative learning can be used in art, science, language explorations, or virtually any curriculum area. The result of the study offered the teacher to prioritize developing activities which let the pupils discuss social issues and activities which will minimize their fear of making grammatical and pronunciation mistakes. The findings of this study may motivate policy-makers and curriculum planners to place due emphasis on the importance of classroom communication towards the improvement of academic performance.