Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
Mastery and Proficiency of the English Language has become a
necessity in all aspects of Filipino life. Being able to effectively use the
language especially in oral correspondence gives an edge to everyone, in
education, employment and even marks as a social status. Fluency in
English will continue to be a most useful skill set of every educated Filipino. It
is already part of our culture and global identity as a bilingual nation. The
Philippine educational system has been upgraded because of the
implementation of the K to 12. For the English program, oral communication
in context aim for the optimum development of students oral speaking skills.
However, recent results of 2015 International English Language
Testing System (IELTS) shows the Philippines have dropped its rank from
first to just second in terms of Academic and General Training Efficiency in
the English Language. Clearly, this is a solid evidence of the decadence and
attrition of the use of the language. English standards in the Philippines are
slipping, according to the results of a major international testing system, IDP.
On an SWS survey that was commissioned by Promoting English Proficiency
(PEP) in March 2006.
The British Cambridge International is an Institution with globally
accepted standards in English Poficiency. According to the recent results of
the Midterm exams taken by the Grade 11 students of the Nissi Acedemy
International who is an accredited partner of BCI to offer the program, only
20% of the students were able to pass in the Customer Service Midterm
Examinations which focuses on the ability of the students to use customer
service specific language and use it according to the suggested meaning and
functions in the module. This is an alarming result and a clear evidence that
intervention should be done in order to prevent further decadence of the oral
competence of the students. With the demand of being able to speak fluently
in the English Language as a basic requirement for global market, many
graduates are not able to get a decent job because they fail to pass
preliminary interviews because of poor speaking skills. If this problem further
resonates, not only will the Filipinos have a hard time adapting into
environments where English speaking is frequently involved, they will also
lose the recognition of the world as the best speakers of English in Southeast
Asia
This study will be conducted to identify the difficulties in oral
communication skills faced by every learner in a language classroom and
address it with the use of Situational Based Teaching. Situational Based
Teaching aims to promote deep learning and awareness by involving
participants in realistic critical incidents where they are forced to consider a
wide range of factors, make decisions and reflect on the outcomes and what
they have learned from this”, (CLPD, University of Adelaide). This method
promotes intellectual and practical ways to improve oral communication in
context.
Theoretical Background of the Study
This study assumes that Situational Based Teaching facilitates the
students’ Oral Communication in Context of the Grade 11 students of the
Nissi Accademy International.
This study is anchored on Canale and Swain’s Communicative
Competence Theory and Jerome Bruner’s Constructivist Theory.
Communicative competence has always been the goal of every
language classroom wherein instructions are geared toward the components
on organizational, pragmatic, systematic and psychomotor. SBT stresses that
authentic language and real-world tasks enable students to see the relevance
of classroom activity to their long term communicative goals by simply
introducing natural texts rather than artificial ones where students will more
readily dive in to the activity and that these communicative goals are best
attained if enough attention is given to language use and not just usage, to
fluency and not just accuracy, to realistic language and contexts and to how
these students’ apply the learning in real life situations.
The Theory of Communicative Competence. Assumptions in the
Theory of Communicative Competence are that language is social behavior,
which concerns conveyance of meaning like the grammar of a language is a
means of organizing meaning. In this theory Hymes assumes that second
language learners need to know not only the linguistic knowledge but also the
culturally acceptable ways of interacting with others in different situations and
This study assumes that Situational Based Teaching may enhance the Oral
Communication in Context of the Grade 11 students of Nissi Academy
International.
Theory of Communicative
Communicative Competence
Competence by Dell Hymes
Model of Canale and Swain
GRADE 11
PRE-TEST
POST- TEST
STUDENTS
ASSESS FOR ORAL
COMPETENCE
IN
ASSESS FOR ORAL
INTERVENTION OF
ACCURACY,
CONTENT
FLUENCY
COMPETENCE
IN
ACCURACY,
AND
SITUATIONAL
BASED TEACHING
SIGNIFICANT DIFFERENCE
ORAL ENHANCEMENT
MODULE
Figure 1. Theoretical Background of the Study
CONTENT
FLUENCY
AND
relationships. His theory of communicative competence consists of the
interaction of grammatical, psycholinguistic, sociolinguistic, and probabilistic
language components.
Hymes’ notion of communicative competence was further defined and
developed by other practitioners such as Canale and Swain (as cited in Radzi
et al 5) in their dissertation Adopting Communicative Language Teaching
(CLT) Approach to Enhance Oral Competencies Among Students: Teachers’
Attitudes and Belief who offered the four dimensions of communicative
competence. According the them, the learner must possess grammatical
competence,
discourse
competence,
sociolinguistic
competence
and
strategic competence to gain mastery in the second language they are
acquiring. Which means, grammar is only one face of learning the American
English Language, the rest of the three faces requires more than just lecture
to facilitate learning but application through interaction. SBT believes that
authentic experiences would cater most if not all of the four dimensions
perceived by Canale and Swain. In a communicative approach, language
teaching makes use of real-life situations, i.e. situations that students are
likely to encounter in real life, that necessitate communication. Thus, students
are provided with ample opportunities to
events in using the language.
be involved in communicative
Hence, the activities are geared towards
promoting selflearning, interaction in authentic situations, peer teaching,
negotiation of meaning, completing tasks through language, etc. where the
lessons focus on some operation which the student would want to perform in
the target language.
As asserted by Lapp (11), communicative competence embraces the
skill of formulating statements correctly and be able to deliver it in a correct
manner. If the students are able to perform this function, the communicative
communication in context is achieved. To be fluent in English orally, learners
should have complete command of the language. As expressed by Smiley
(21) command of the language in relation to communicative competence is
when the student is able to participate and interact using the language to
create fluidity in the interaction. SBT requires the teacher to stimulate oral
communication in the context of authentic scenarios to aid students make use
of the language. Participation and interaction is a lot easier if the students are
driven by interest which is natural when a situation is easily relatable and
comfortable.
On the other hand Tuan and Mai (8) stressed out there are instances
that when students are tasked to work in groups, not all of them are eager to
contribute their opinions in English. Some of them participate actively but
others prefer to speak minimally or not at all. This is one of the factors that
affect the English speaking performance of the students.
Generally
speaking, language is perceived by Hymes as the the ability to communicate
in a personally effective and socially appropriate manner.To be able to give
the right and appropriate responses to usual conversations which would also
help the child socially active and effective.
The current practice in local education shows evidences of dictation
and modeling by the teacher. Teachers dictate grammar rules and the
students mimic. However, on actual real life situations students fail to use the
language effectively without the teacher modeling. However, SBT proposes
that the ultimate test for oral proficiency is through application and therefore
in spoken interactions. Learning a foreign language is supported by various
sociocultural contexts, government policies, and historical language practices.
Therefore, there is no single best method to implement foreign language
teaching to young learners. However, teachers should try to find effective
language teaching for young learners by having clear understanding of the
following factors and the relation amongst them. This is why SBT could
encourages the learner to be comfortable with the language by making them
interact through teacher guided activities. Mastery in Oral Communication in
Context and being able to effectively use the language appropriately as the
situation arises is the goal of this study.
Based on the explanation from Clark and Clark (223) speaking is
fundamentally an instrumental act. Speakers talk in order to have some
effects on their listeners. They assert things to change their state knowledge.
They ask them questions to get them to provide information. They request
things to get them to do things for them. It refers to oral proficiency and is
very similar to the notion of communicative competence. Proficiency itself
refers to a high degree of competence trough training (2).
How then can a teacher assess mastery in oral communication in
context? Nem Singh (19) emphasizes that good English is very clear and
concise. It is conveyed in the most forceful way possible in terms of accuracy,
fluency and content. SBT believes that through interaction and immersion of
the language by exposing the learners to real life scenarios and questions,
this could be achieved.
A study entitled The Proficiency in English of the Secondary Students
of Bradford School by Tabaque (7) asserts that Communicative Approach
purposely engages the learners in authentic situations with focus on the
social dimension of language. In the study, exercises in simulation of real life
communication are utilized. Her study proposes a similar concern to this
study, that is to find out the extend of oral communication in context of the
students through authentic real life communication. However, they differ
because this study focuses on contemporary methods of situational based
exposure while her study is conducted without any coexistent methods.
According to Kim Nuri in his dissertation which assesses the Effectivity
of Using CLT in the Oral Proficiency in Korean Secondary School Students in
2015 Korean English teachers had negative attitudes towards adopting of
CLT as a new teaching method. Korean teachers of English deal with the
dilemma between reality and the ideal goal. Teachers’ positive beliefs about
the communicative approach often do not coincide with their practices in the
classroom. While most teachers accept the theory of the communicative
approach, many of them would not practise it in their classes because they
think it is not applicable to their contexts. Korean students still are reluctant to
participate in English lessons which are based on CLT due to their own lack
of proficiency. According to Kim (67)based on her findings in teachers’
interviews, teachers were not exposed to trainings to prepare them with
things
that
they
need
to
do
in
their
classrooms.Therefore,
the
‘communicative-based’ method I was taught in Korea, has, at times inflicted
self-doubt and lack of confidence. However, this negativity has instilled in this
researcher a determination to adopt communicative-based teaching methods
for South Korean EFL speakers.
This research is similar in ways that it exposes the current real status
of Communicative Language Teaching, an approach where SBT belongs.
SBT is something new to teachers and are usually time consuming since the
students are exposed to situation based activities to elicit communication.
However, this study highlights on the means to integrate SBT into the
curriculum and suggest a learning module to help the teachers promote
communication to enhance the oral proficiency of students and speak
confidently as if the language is their own. Although there are a lot of
challenges, this study proposes to address these issues by providing the
necessary activities for enhancement and assure proficiency in terms of
content, pronunciation and fluency through collaborative and integrated
pronunciation strategies.
Constructivism, and its close relative, discovery theory, is an offshoot
of cognitive theory that that proposes learning will happen as a man
effectively forms data to build answers for issues based on what they have
experienced and learnings (Salandanan 19). According to its primary
proponent, Jerome Bruner, to promote a student centered classroom is to
promote skills that is greatly encouraged through active participation and self
involvement. Students are encouraged to be exposed to various situations
and make past experiences and learnings be related and incorporated in
learning the language. In this way, the Theory of Constructivism is used in a
communicative approach.
For decades, the proponent of the Cognitive Theory have initiated
many explanations for how children learn from a very young age. The
understanding of this learning process could then possibly be applied to
learning at any age. The “natural” process by which a child learns, without
any training at all, ought to be applicable to a trained mind as well. The basics
of cognitive theory are considered to have begun with John Dewey (206). In
the mid- and latter-twentieth century, Jean Piaget and Jerome Bruner
affirmed that discovery leads one to become a constructionist. Processing
stimuli from a problem that has been presented and working to a solution
fundamentally lead to learning in the problem solver. Learning occurs as the
solution is discovered. This learning requires that certain facts must already
be known, but the discovery leads to new insights concerning the relationship
between various facts that are known. Though the ideas of constructivist
theories, teachers of the English Language has innovated learning modeled
by providing relevant scenarios where students could make out their own
meanings as explained by Duke (325). The teacher acts as a stimulant by
creating a scenario or situation to excite the interest of the students and allow
them to seek and demonstrate knowledge These scenarios may be in the
form of circumstances for the students to complete or provide solutions of,
information gaps for students to fill in, simulation activities where their roles
are clear for them to come up with relevant utterances. This premise is
supported by the Self Regulated Language Learning where in according to
Oxford (12) language learners take active roles in their learning and assist
them to becoming autonomous learners through pusposive and outcomes
oriented attempts to manage and control the efforts for the learner to use the
English Language.
On the other hand, Lightbown and Spada (215), also mention the
function and purposes that a language serves. SBT is based on the premise
that successful language learning involves not only a knowledge of the
structure and forms of a language, but also the functions and purposes that a
language serves in different communicative settings. In SBT, the role of
theteacher is different to other teaching methods. According to McGrath
(189),the role of teachers in SBT, is to facilitate,to communicate and to
encourage learners to interact on purpose by speaking with their peers. In
short, it is more likely that the audio-lingual and the grammar translation
approach rely mainly on a teacher-lead instructional approach, while SBT is
focused on task-based learning of English. In addition,the CLT approach is
essentially teaching English with the intention of communication, which is to
provide students with the ability to use the language instead of simply
knowing the
grammatical rules, vocabulary and
structure. In
turn,
communicative language learning, with the use of relatable situations and
activities should be delivered by teacher facilitation rather than teacher led
instruction and by definition, on how the language works in discourse rather
than the focus on language practice. Hence, the above features indicate that
SBT can support the learners to engage in their learning so as to
communicate competently. Also it indicates that SBT is the teaching method
which takes the learners’ position into account. Apparently, it is considered
that the learners can be encouraged to use English in real life by applying
CLT.
Meanings are generated though the instances where students interact
with each other. These interactions are triggered by the teacher who creates
a scenarion which may have happened in the students life or are most likely
to happen. Block (88) as quoted by Tecson (5) suggests that teachers
formulate specific situiations in which students naturally speak because the
activties are relatable and interactive.
Van der Heijden ( 117) claims that learners have been observed to be
interested
and
get
involved
with
scenario-based
learning
activities
instinctively because it is in the nature of a person to plan out scenarios in
order to find sense in what is happening in the world and how people decides
to act and deal with these scenarios. Thus, this is a good indication that SBT
will naturally bring out the natural interest and skill of every learner. It is with
the constant exposure to authentic situations that mimics rel life that kindles
students empathy and be more motivated to learning. This will not only
develop the students decision making skills but will facilitate problem solving
strategies. Teachers would need to be very active support coaches to help
students succeed at making the students orally share these thoughts and
have them successfully exchange it with one another. But the whole lerning
process revolves around the students, the teachers acts as stimulators,
simulators and supporters. This is a methods that supports the assertions of
Dell (200) which clearly stipulates that teachers are not the only maven in the
learning scenario. The teacher guides the students by prepare the lesson in a
manner that she equips herself with skillful questioning and appropriate
cognition processing. Because through this, students will be empowered and
the communicative scenario will centered on what they can do and are willing
to do.
To sum up,the Theory of Communicative Competence and the
Constuctivist Theory in this research would infer that the advancement of the
students’ English Oral Proficiency may begin having the students’ as
rationally dynamic members in the classroom collaboration, of giving them a
chance to associate in certifiable circumstances through basic inquiries, and
by method for using their earlier information with a specific end goal to learn
and talk the English dialect all the more capably and adequately. Improv,
Simulation Role Play, Impromptu and etc will be used to develop and enrich
speaking skills as tasks will be assigned to students.
THE PROBLEM
Statement of the Problem
This research evaluated the status of Situational Based Teaching in
the teaching of Oral Communication in Context for Grade 11 Students at
Nissi Academy International, Lapu Lapu City during School Year 2017-2018
as basis for proposed Spoken English Exercises.
Specifically, this study answers the following sub-problems:
1. What is the entry performance of the students in the following
oral communication competencies?
1.1 Accuracy
1.2 Fluency, and
1.3 Content
2. After the use of SBT, what is the post-test performance of the
students in terms of the above-mentioned competencies?
3. Is there a significant mean difference in the pre-post-test
performances?
4. Based on the findings, what Spoken English Exercises can be
proposed?
Null Hypothesis
The following hypothesis will be tested using the 0.05 level of
significance in order to answer the problem of this study.
H0: There is no significant difference between the result of the pre test
and the post test scores of the students based on the aforementioned
competencies.
Significance of the Study
The findings of this study are beneficial in one way or another to the
following entities:
Students. The results of this research may be a great help
toward the students to be engages in meaningful interactive activities
which will further enhance their Oral Communication in Context skills.
This may make them view learning as close to natural acquisition of
speaking skill and not as an academic requirement.
Language Teachers. The result of this study may help them
appraise existing programs in terms of approach, methods and
strategies. This may also assist as a guide for teachers in the exertion of
incorporating fitting methodologies in the classroom keeping in mind the
end goal to successfully lead the studetns to build up their English
proficiency.
School Administrators.The top management may use the
results as baseline to improve programs relative to teaching English and
furnished with a module particularly centered around students which is
required for their basic leadership, program definition, and arrangement
creation; similarly, they might be given the thought to embrace SBT and
later coordinate it the establishment's educational programs.
Administrators. The outcome of this research paper may
provide
school
administratos
the
basis
to
promote
productive
communication platforms for their students. This may set the standards
for them to implement on their teaches by encouraging them to attend
enhancement seminars and the like on Situational Based Teaching to
be more effective in their teaching.
Future Researchers. The results can be basis for further inquiry
on the factors that affects and improves students’ Oral Communication
in Context. The qualified data and findings generated from this study
may be of great use to those who has similar research endeavors. This
study shall also give basis and opportunities for research development
like using the method in other English Language Macro skills like
reading and writing or whatever it is required to enhance oral
communication in competence..
RESEARCH METHODOLOGY
This part of the research includes design, flow of the study, research
locale, subjets, instruments, data gathering procedure, statistical treatment of
data and scoring procedure. These are discussed as part of the process in
conducting this research.
Design
This research will use quantitative research (quasi experimental) as
the research design. Quantitative research is a kind of research in which the
data used to tend to use statistic measurement in deciding the conclusion
(Hatch and Farhady, 1982:22). It will be conducted using one group pretest
posttest design. The result will be taken from the comparison of the two tests
(pre-test and post-test). According to (Setiyadi, 2006), the design is described
as follows:
T1
T1 : Pre-test
X
X : treatment
T2
T2 : Post-test
A pretest is an activity before treatment given to diagnose the entry
level of the students on the desired competencies under study. After that, the
researcher will give three treatments to the students using Improv, Simulation
Role Play, Impromptu and other SBT Activties . Finally, a posttest aims to see
the result of the research after the treatment conducted.
Flow of the study
Figure 2 presents how the study will be conducted. The input of this study
will include the results of the subjects’ pre-test and post test to determine their
initial Oral Coomunication in Context Level. Likewise, this will involve the
classroom intervention and integration of the teacher toward the use of
Situational Based Teaching. The input establishes the significant difference,
data analysis and interpretation on the Oral Communication in Context skills
of the Grade 11 students. The output of this study will be a Spoken English
Packet.
Research Locale
This study will be conducted at Nissi Academy International. This institution is
located at Panas, Suba, Bas-bas,, Lapu-Lapu City, 6015 Cebu, Philippines
(see figure 3). It is an intstitution that values promotion of awareness and
excellence through education, business and technology. With the school
President's visionary leadership to help and serve the need of community in
the character formation and academic excellence of our children that will
contribute to the development of the society, Nissi Academy International
aims to a world-class institution that will produce future leaders of integrity
and excellence. With a population of 800 students, the school offers the
INPUT
Students’
PROCESS
Oral
Teacher
Communication
intervention
Proficiency level
using SBT
in terms of:
OUTPUT
Spoken English
EXPERIMENTAL
Exercises



Accuracy
Fluency
Content
DATA GATHERING
STATISTICAL
TREATMENT
(pre-post-
DATA
test scores)
AND
ANALYSIS
INTERPRETATION
(pre- post-test
Scores)
Figure 2.
Flow of the Study
Figure 3.
Research Locale
following programs: Pre-school, Primary, High School and Senior High
school, British Cambridge International Accredited Site.
Subjects
The subjects of the study will be the twenty four (24) Grade 11
students (11 females and 13 males), an intact class of the Nissi Academy
International. They will be chosen using the random sampling method. They
were taught using SBT to meet its purpose of evaluating the status of the
method.
Furthermore, the students have regular class attendance in blocked
schedule which ensures equal chance for every student to be a part of the
research. The class will be conducted on their classroom three (3) times a
week starting February as approved by the School heads (see appendix a)
Instrument
To facilitate the oral communication in context competence of the
subjects, this study adapts the Preliminary English Test (PET) from Cambrige
English for Speakers of Other Language (ESOL) test. The instruments are
described as follows:
a. Pre-Test (Speaking Test)
Pretest was conducted to find out whether the students have
relatively the same ability in speaking before treatment. The pretest that were given were speaking tests using a three part oral
exam.
Part 1. Interview (2-3 mins) is an interaction type of test
wherein students were given a set of usual job interview
questions and they are required to answer them in the most
appropriate way possible. The students were asked to pick up
from a number which corresponds to a set of job interview
questions. They are given 2 minutes to prepare and 3 minutes
to present in front of the class ( see appendix for the set of
questions) The task is done by pairs. Round 1 makes student 1
as the interviewer and student 2 as the interviewee and vice
versa on Round 2. The task focuses on giving factual and
personal answers responding to job interview questions which
would require the students to speak about themselves and
relate past experiences and future plans.
Part 2. Story Completion (4mins) is a free speaking activity
where the whole class sits in a circle. For this activity, a teacher
starts to tell a story, but after a few sentences he or she stops
narrating. Then, each student starts to narrate from the point
where the previous one stopped. Each student is supposed to
add from four to ten sentences. Students can add new
characters, events, descriptions and so on.
Part 3. Game of Cards (Impromptu) (3mins) is a speaking
activity that is content based and time bounded. The students
aims to arrive at a conclusion, share ideas about an event, or
find solutions about a topic, situation or a set of choices. The
students will pick from the set of cards, each card will
correspond a specific topic, situation or a set of choices. They
were then asked to organize and share ideas to the class
immediately.
b. Post-Test (Speaking Test)
Post-test is given to the students who had been included in the
pretest. It was conducted in the end of the research. It was done
after giving treatments and exercises to the experimental group.
The result of the post-test will be used to compare the data of the
pre-test and making conclusion weather SBT can increase
students’ speaking ability. The procedure of post-test is in the form
of an Impromptu speaking using relevant questions about the
activties that the students have undergone.
Data-gathering Procedure
The gathering of data is done according to the following scheme;
preliminary
preparation,
administration
and
collection
of
research
instruments, scoring and statistical treatment of data.
Collection and evaluation of data are done on February and March
2018 using the following procedures:
Before the research is conducted to the subjects, verbal and written
approval is sought from the administrators to allow the collection of data
needed. A letter of request is sent to the School Directress.
Once consent is given, administration and collection of data follows.
The pre-test (Interview, Story Completion and Game of Cards) is
administered to the class. For a two week schedule, the class is exposed to
various SBT activities and a post test is conducted. The post test
performance is recorded via video and transcribed for proper evaluation
based on the rubric provided per component (see Appendix C). After the
collection of data, tallying, tabulation of results, analysis of data, interpretation
of results is conducted out of the interpretation, conclusions is drawn and
serves as basis in formulating a Spoken English Exercises for the senior high
school students.
Treatment of Data
This presents the study with the conceptualization of the design on
data gathering. The qualitative data are gathered from the interview
questions in the questionnaires. The responses were used in the analysis of
the data.
The study also uses quantitative tools to assist the analysis and
interpretation of the gathered data:
The t-test is used to determine the significant mean difference
between the pre-post-test results.
Weighted Mean is used in calculating the data gathered in the writing
proficiency level of the respondents.
Scoring Procedure
In order to score the level of Oral Communication in Context
performance of the subjects, a modified rubric adapted from the Hellenic
American University Speaking Section Scoring Rubric: Descriptors of Salient
Features. The speaking performance, as comprised of the different
mechanics in speaking, both objective and performance will be measured
according to each of its criteria. Each mechanic will be evaluated separately.
In order to arrive at a definite interpretation of each scale, the
researcher assigned the following hypothetical mean range to the scale:
Range of Scores
9-10
Verbal Rating
Outstanding
Verbal Description
The subject has mastery in Oral
Communication
7-8
Very Good
The subject has above average
performance in Oral Communication
5-6
Satisfactory
The subject has average
performance in Oral Communication
3-4
Fair
The subject has below average
performance in Oral Communication
1-2
Poor
The subject has poor performance in
Oral Communication
DEFINITION OF TERMS
Terms used are defined conceptually and operationally in order to
facilitate better understanding on the ideas embedded in this study.
Competency is the ability to do something successfully or efficiently.
In this study the term competency refers to the list of knowledge, skills and
attitudes expected from the students to show learning.
Oral Communication in Context means the ability of the respondents
to speak the English language effectively according to the competencies
required by the Department of Education.
Accuracy pertains to the students ability to speak with mastery
in gammar, syntax and vocabulary.
Fluency pertains to the students ability to speak focusing on
length of utterances, hesitations and flow of speech.
Content pertains to the students ability to speak focusing on
coherence, relevance and organization with consistent focus on the
prompt.
Situational Based Teaching aims to facilitate the development of this
communicative competence. A language is learned best when the learners
are engaged in real communication. The SBT proposes that students should
talk to one another and share one another’s thought and feelings and also
advocates a non- threatening collaborative and group atmosphere.
Spoken English Exercises refers to an instructional material as an
intervention to enhance students’ low performance in oral communication in
context. These activities are concentrated on oral communication in context
which includes instructions and suggestions using situation based teaching
methods to facilitate learning. With the intervention of these activities. The
students are given a whole new opportunity to acquire oral competence
suggested from the K to 12 curriculum. These activities are heared towards
providing authentic situations for students to easily relate to lessons, interact
and have fun.