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I. IMPROVING THE ORAL COMMUNICATION SKILLS OF SENIOR HIGH SCHOOL
STUDENTS THROUGH THE USE OF TASK-BASED STRATEGY
An Action Research
NORA T. CRUZ
Domalandan Center Integrated School
Schools Division Office I Pangasinan
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II. Abstract
Notably, students stand to accomplish a wide range of goals when basic
instruction and opportunities to practice speaking are made available to them in class.
Relative to this, oral communication brings to fruition task-based approach which makes
use of the target expressions or language functions in the carrying out of task-types.
Utilizing the results of the pre- and post tests in Oral Communication after using taskbased approach, this study looked into the level of oral communication skills of the
Grade 11 General Academic Strand students of Domalandan Center Integrated School
this school year 2018- 2019. Although the results showed that the overall rating before
using task-based strategies were satisfactory, it was noteworthy that majority of the
students proved to be outstanding in their performance after the use of task-based
activities. Likewise, it also showed that the level of oral communication skills of the
Grade 11 GAS students significantly differed before and after using task-based strategy/.
From hereon, the results of the study indicated that students worked best in instructional
formats that best suit their learning styles. Thus; teachers, are called to task to exploit
the role of tasks in students’ higher motivation in classroom language learning. Similarly,
it also called on the teachers, to develop alternative methods in aid of creating more
effective learning environment.
Keywords
fluency, intervention, language structures, oral communication, simulation
task-based speaking strategy
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III. Acknowledgment
The entirety of this work is not made possible without the people who are
instrumental in enabling me to finish this study. It is just fitting that I give due recognition
to the contribution they have extended for the successful completion of this work.
The researcher would like to express her profound thanks and grateful
appreciation to all who have given their support, assistance, and efforts in the
completion of this study.
Dr. Arlyn V. Garcia, PSDS, for her insightful advice for the completion of this
study;
The researcher would like to express her sincere gratitude to her school head,
Dr. Carina C. Untalasco, Principal IV, who was extremely helpful and offered
invaluable assistance, support, and guidance. The researcher could not have imagined
having a more competent school head and mentor for her study.
Deepest gratitude also goes to the members of the faculty at Domalandan Center
Integrated School, for the support, suggestions, kindness, and encouragement which
motivated the researcher to complete this fruit of labor;
Her sincere thanks to all her friends. In particular, she is grateful to Grace,
Cristina, Blesilda, Zarley, Imelda, Jocelyn, Ednalyn, Janine and Richard, for the
support and encouragement they have extended;
This study would not be complete without mention of the support given to her by
her mother, siblings, nieces and nephews;
Gerald R. Valdez, who always serves as her inspiration;
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Above all, to God Almighty, for His divine love for making this possible and for
bestowing His blessings and divine guidance while the researcher is conducting the
research.
NTC
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IV. CONTEXT AND RATIONALE
The K to 12 Basic Education Curriculum Framework clearly states the need of
developing the oral communication skills of students in preparation for the world of work,
entrepreneurship and/or pursuing higher education. More so, communication skill is
known to be one among the 21st century skills a learner should be equipped with.
Recognizing this has led a major shift in the education sector that enhances the basic
education curriculum through adding two years with high hopes to master the
competences needed by a learner (RA 10533).
In the recently conducted unit test, item analyses revealed that students of
General Academic Strand obtained low mean performance. Recognizing the importance
of oral communication in this strand, the researcher aimed to improve the Oral
Communication Skills of Grade 11 GAS students through a task-based strategy called
simulations.
Simulations give students the chance to apply theory, develop critical skills, and
provide a welcome relief from the everyday tasks of reading and preparing for classes
(Kanner, 2007). An additional benefit of many of these simulations is the introduction of
an aspect of realism into the students’ experience. Such simulations are historically seen
in the medical fields, where mock-up patients take on the signs and symptoms of a
certain disease or injury and the student is asked to assess, diagnose, and/or treat the
patient. Here the students must apply what they have learned to a reasonably realistic
scenario. Further, there is evidence that the experiential learning that occurs in
simulations promotes long-term retention of course material (Bernstein & Meizlish, 2003;
Brookfield, 1990).
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Several researchers such as Nunan (2004), Ellis (2003) agreed that simulation
view of language teaching is based on constructivist theory of learning. In the area of
constructivism, Jean Piaget (2001) agreed that humans generate knowledge and
meaning from an interaction between the students’ experiences and their ideas with full
of tasks best exemplify learning.
It is clear that if learners are to develop the competence they need in order to use
a second language easily and effectively in the kinds of situations they meet outside the
classroom, they need to experience how language is used as a tool for communication
within it.
It was in this context that the researcher conducted this study. It aimed to
improve the oral communication skills of the Grade 11 GAS students at Domalandan
Center Integrated School in order to fully equip the learners in responding accordingly to
different communication situations as reflected in the task-based activities.
V. innovation, Intervention, and Strategy
Task-Based Activities as Alternative Instructional Teaching Method
Richards and Rodgers (2001) define task-based instruction as an approach in
which communicative and meaningful tasks play central role and in which the process of
using language appropriately carries more importance than the mere production of
grammatically-correct language forms. It basically involves conveying meaning via
language. It is in this vein that task-based instruction is viewed as a model of
Communicative Language Teaching in terms of regarding real and meaningful
communication as the primary feature of language learning.
OC11.4
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Types of Speeches
A. According to purpose
o Expository/Informative Speech
o Persuasive Speech
o Entertainment Speech
25 hours/ 5 weeks
Task Type: Simulation
Task/Activity: They deliver a
speech in front of an
audience.
B. According to delivery
o Reading from a manuscript
o Memorized Speech
o Impromptu Speech
o Extemporaneous Speech
VI. Action Research Questions
This study aimed to assess the influence of task-based strategy in improving the
Oral Communication Skills of Grade 11 GAS students at Domalandan Center Integrated
School this school year 2018 – 2019.
Specifically, it aimed to answer the following:
1. What is the level of Oral Communication skills of the Grade 11 GAS students before
using task-based strategy?
2. What is the level of Oral Communication skills of the Grade 11 GAS students after
using task-based strategy?
3. Is there a significant difference in the level of Oral Communication skills of Grade 11
GAS students before and after using task-based strategy?
VII. Action Research Methods
a. Participants and/or other Sources of Data and Information
The Grade 11 General Academic Strand students enrolled in the subject, Oral
Communication in Context during the First Semester, Academic Year 2018-2019 at
DCIS, served as participants of the study.
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VIII. Discussion of Results and Reflection
Performance of the Students in Oral Communication Before and After Exposure to
Scaffolding Strategies
The students’ performance in Oral Communication in Context was assessed after
their exposure to the utilization of task-based strategies. Table 3 shows whether there
was a difference on the performance of the Grade 11 GAS students before and after the
utilization of task-based strategies.
Table 3 Difference on the level of Oral Communication Skills of the Grade 11 Students
Before and After the Utilization of Task-based Strategy
N
Mean
Std. Deviation
T
Sig.
36
21.6
8.99
36
40.44
5.78
-10.73
.00001
The data in the table indicated that there was a statistically significant difference in
their mean scores before and after utilization and/or exposure to task-based strategy.
This is because the computed t- value is -10.73 while the p- value is .00001 which
means that the result is significant at p<.05. Thus, there is a significant difference in the
performance of the students in Oral Communication in Context before and after the
intervention or utilization of the innovation, the task-based strategy.
The change or increase in the rating after the use of task-based strategies show
that their attitude towards the tasks and the implementation was both positive and
encouraging. This was affirmed by the significant difference in the level of oral
communication skills of the Grade 11 GAS students before and after the use of taskbased strategy. From the results of the study, teachers handling English classes can
take inspiration from the employment of task-based strategies that target the oral
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communication skills of the students. In so doing, the intervention not only addressed the
low performance of the students in Oral Communication in Context. It also provided a
medium where students can best develop if not enhance their oral communication skills.
Conclusion
The results of the study indicate that students work best in instructional formats that
best suit their learning styles. We, teachers, are then called to task to exploit the role of
tasks in students’ higher motivation in classroom language learning. Likewise, the results
of the study calls on us, teachers, who are at the forefront of instruction, to develop
alternative methods in aid of creating more effective learning environment.
IX. Action Plan
Date
January 2226-2019
January 29February 2,
2019
March 26-30,
2019
April 2- 13,
2019
Activity
Submission of the tight-copy of the
research conducted to the Division
Committee on Research.
Coordination with the School Head for
the
issuance
of
memorandum
encouraging the SHS teachers to
adopt the results of the study.
Getting feedbacks from the teachers
who adopted the results of the study.
Writing reports on the adoption of the
task-based strategy and submitting it
to the committee on research.
Persons Involved
Division Committee on
Research
Principal, Teachers
Oral Communication in
Context Teachers
Committee on Research
X. References
Bernstein, J. L., & Meizlish, D. S. (2003). Becoming Congress: A longitudinal
study of the civic engagement implications of a classroom simulation. Simulation
& Gaming, 34(2): 198–219.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford:
Oxford University Press.
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Kanner, M. D. (2007). War and peace: Simulating security decision making in
the classroom.PS: Political Science & Politics, 40(04), 795–800.
Nunan, D. (2004). “Aspect of task-based syllabus design”. [Available online].
Richards, C. J. and Rodgers, T. S. (2001) Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press.
Willis, D. & Willis, J.. (2001). Task-based language learning. In: Carter, R. &
Nunan, D.. (Eds.). The Cambridge guide to teaching English to speakers
of other languages.Cambridge: Cambridge University Press.
Yorke, M. and Knight, P. (2006) Self-theories: some implications for teaching
and learning in higher education. Studies in Higher Education, 29 (1), 2537.
Financial Report
Type of Research
: Action Research
Duration
: June 2018 to April 2019
Expenses
Item
Amount
2 hp deskjet black cartridge
P990.00
2 hp deskjet colored cartridge
P1000.00
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4 reams short bond paper
P1,100.00
10 blue short folders
P138.00
10 plain short folders
P50.00
1 pack paper fastener
P38.00
photocopy of teacher-made test
P375.00
binding of research proposal
P1000.00
Transportation (gas)
P3000.00
TOTAL
P 7,691.00
Prepared by:
Noted:
Nora T. Cruz
Master Teacher II
Carina C. Untalasco, Ph.D
Principal IV
ANNEX 1: Research Proposal Application Form and Endorsement of
Immediate Supervisor
A. RESEARCH INFORMATION
RESEARCH TITLE:
IMPROVING THE ORAL COMMUNICATION SKILLS OF SENIOR HIGH
SCHOOL STUDENTS THROUGH THE USE OF TASK-BASED STRATEGY
SHORT DESCRIPTION OF THE RESEARCH
The study looked into the influence of task-based strategy in improving the
oral communication skills of the Grade 11 GAS students of Domalandan
Center Integrated School. It was anchored on the competencies and content
areas of the Oral Communication in Context curriculum and incorporated the
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utilization of simulations and/or task-based strategies reflective of speech
styles and communication contexts. The utilization of such was aimed at
helping students improve their skills in oral communication.
RESEARCH CATEGORY (check only
one)
o National
o Region
o Schools Division
o District
o School
(check only one)
o Action Research
o Basic Research
RESEARCH AGENDA CATEGORY
(check only one research theme)
o Teaching and Learning
o Child Protection
o Human Resource Development
o Governance
(check up to one cross-cutting
theme, if applicable)
o DRRM
o Gender and Development
o Inclusive Education
o Others (please specify):
__________
FUND SOURCE
Personal
AMOUNT
P7, 691.00
TOTAL AMOUNT
P7, 691.00
B. PROPONENT INFORMATION
LEAD PROPONENT / INDIVIDUAL PROPONENT
LAST NAME:
FIRST NAME:
MIDDLE NAME:
CRUZ
NORA
TULUD
BIRTHDATE
(MM/DD/YYYY)
SEX:
POSITION/
DESIGNATION
FEMALE
05/14/1972
MASTER TEACHER II
REGION/ DIVISION/ SCHOOL
Region 1/ Schools Division Office I Pangasinan/Domalandan Center IS
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CONTACT NUMBER
1:
CONTACT NUMBER
2:
EMAIL ADDRESS
namaste_db@yahoo.com
09333716640
09054854292
EDUCATIONAL ATTAINMENT
TITLE OF
THESIS/RELATED
RESEARCH PROJECT
Bachelor of Secondary Education major in
English and Religious Education
Master of Education major in English
Doctor of Philosophy major in Language
Teaching
SIGNATURE OF PROPONENT:
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her office
functions.
CARINA C. UNTALASCO, Ph.D
Name and Signature of Immediate Supervisor
Position/ Designation: Principal IV
Date: _____________________
ANNEX 3: Declaration of Anti-Plagiarism and Absence of
Conflict of Interest
DECLARATION OF ANTI-PLAGIARISM
1. I, Nora Tulud Cruz, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly
copying the whole work of another person and/or using some parts of their work without
proper acknowledgment and referencing.
2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
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emanating from this proposal shall be of original content. I shall use appropriate citations
in referencing other works from various sources.
3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and
(insert grant mechanism).
PROPONENT: NORA T. CRUZ
SIGNATURE:
DATE:
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, Nora T. Cruz
, understand that conflict of interest refers to situations in which financial or other
personal considerations may compromise my judgment in evaluating, conducting, or
reporting research.
2. I hereby declare that I do not have any personal conflict of interest that may arise from
my application and submission of my research proposal. I understand that my research
proposal may be returned to me if found out that there is conflict of interest during the
initial screening as per (insert RMG provision).
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3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.
4. I understand that I may be held accountable by the Department of Education and
(insert grant mechanism) for any conflict of interest which I have intentionally concealed.
Proponent: Nora T. Cruz
Signature: _________________________
Date: _______________________