CHAPTER I
INTRODUCTION
Background of the Study
Prior to commencement of studied teaching materials, workbook is the
essential learning materials. The workbook may be considered as the essentials
learning to implement language efficiency. Thus the workbook gives us a habit
and extra-curricular activities. As the time goes by Hymes introduced the notion
of communicative competencies as a reaction to chomskyan view of language as
an astronomers system. In generalization, we create capable workbook as an
educational attempt to employ the learning that the workbook contained, as they
continue following and understanding language there are possibility of improving
essential skills in public speaking and other areas in oral communication. These
workbooks serve as learnings and extra guide for the students to emulous their
language through speaking and writing. Especially to the English professor who
in charge in implementing language efficiency. Workbook have an individual
activities to enjoy even though this work book is more on English language
because English is the primary language to communicate international so, as
what we said English must be. It will encourage students to read and write, more
on learnings, activities, oral communication challenges, and personalize output. ‘’
How to enhance oral communication through development abstaining an of SMW
( Speak Smart Workbook ) help teachers to enhance their teaching materials’’.
The purposive question is; does this workbook will on going to serve as an
additional learning material for teaching students, extra learnings, extra abilities
and additional quantities of language to huge quality of education. It improve
1
ideas of your very own, we all know that this generation is more on technology,
so, as a students we suggest that this might be the time to addicted in books not
in technology we know that we cannot question the invention of famous inventor
but at least we deliver our own opinion in deliberating books in this 21 st century.
This workbook will give you a habit and extra-curricular activities indoor or
outdoor.
Speaking is "the process of building and sharing meaning through the use
of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998 ).
However, today’s world may be different in ancient, technology gained much but
we publish the workbook in order to provide learnings in every students who
taking middle standard of speaking in other areas of profession specially
teachers. Globalisation has placed a growing importance on English language
speaking and listening. Prior research indicates that many international students
from Asia, studying in Australia, face serious learning difficulties and lack
confidence in speaking and taking a proactive role in classrooms.
Thus, this particular SMW (speak smart workbook) is an educational
materials in discovering newly ideas but all suggestion is accepted in creating
workbook.
2
Research Questions
The study focused in Development of Speak Smart Workbook as
an Additional Teaching Material in Oral Communication. Specially, it aims to
answer the following question:
1. What are the main problems encountered by the students in
learning/understanding Oral Communication?
2. Is the SPEAK SMART WORKBOOK acceptable in enhancing oral
communication in terms of:

Content Validation

Relevance to the subject matter

Appearance
3. What are the factors that affect the academic performance in studying
Oral Communication?
Significance of the Study
This study helps the students to gain more ability to perform quietly. And
knowing difficulties of every single word those workbooks have. It helps by
developing, speaking and writing skills and also contributes learnings to one
another that have taking workbook.
The result of this study is the performance of every student that took up
the book, and the contribution of the workbook that serves a unique appearance
comparing old.
3
Students
It may enhance their knowledge, and enjoy speaking with no hesitation to
face the audience.
Teachers
They can easily teach the students, communicate the lesson well without
language barriers. With the help of the newly workbook presented. It may help
them to teach with ease; more visuals, power point and other technology that
uses current.
School
They will have new book with high quality so that students and other
consumers will essential learnings to perform with confidence and to be proud of.
This new instrument will lead us to new evaluation about books.
Scope and Delimitation
The study focused only to the development of the Speak Smart Workbook
that contains English languages that can be encountered by the students and
teachers inside the classroom. This study is conducted in Bula National High
School, Senior High School Department by the given questionnaire. The
researchers conducted the survey to the grade 11- Gas-B Students, there are 45
students in class but only 42 are the respondents who took the said survey in
terms of sickness and other family matter occur. With the quantitative method
presented it determines and utilizes the factors that affect the students in
studying Oral Communication. And also frequency and ranking may be qualified
as well to determine and construct the data gathered.
4
Definition of Terms
Workbook
- a book that contains problems or exercises and that students
used to practice
Public Speaking
- The art of effective oral communication with an audience.
Skill or speaking to usually large group of people.
Development
Speak
- It is the state of being created and made more advanced.
- To say words in order to express your thoughts, feelings ,
feelings, opinions, to someone . to express yourself in particular words.
Oral communication
- The subject that teaches the students how to
speak formally and confidently.
Material
- Relating to or made of matter , physical rather than spiritual or
intellectual, having real importance
Enhance
- To increase or improve in value , quality , desirability, or
attractiveness.
Smart
- Very good learning or thinking about things.
Learning
- The activity or process of gaining knowledge or skill by studying,
practicing, being thought or experience something.
Teacher
- A person whose job is to teach students about certain subjects.
Student
- A person who studies something
Additional
- More than is usual or expected
Speak Smart
- Specialized workbook or another learning material
contain different observation and has essential learnings.
5
CHAPTER II
REVIEW OF RELATED LITERATURE AND RELATED STUDIES
This chapter presents the related literature and studies that provide
valuable information and insights on the various aspects of the study particularly
on Development of Speak Smart Workbook as an Additional Teaching Material in
Oral Communication It also provides the conceptual framework and the
operational definition of terms used throughout the study.
Related Literature
The current study investigates the effectiveness of using a multiple
intelligences based instruction on developing the speaking skills of English
Majors. Therefore, the study is of ultimate importance because it deals with
students’ teachers as they are to be teachers the next year to transfer these
skills, if mastered, to their students.
The current study is of special significance for the prospective teachers of
English. The study adopts a new theory (MI Theory) in the field of English
Language Teaching, which may result in many useful implications for teachers
and researchers. MI Theory calls for multi-modal teaching strategies in which
students are given more chances or options while they are learning and
speaking. Multiple intelligences theory based instruction helps in involving and
reaching more and more students in the learning process because it addresses
various types of intelligences whether these intelligences are scholastic
(verbal/linguistic intelligences and the logical/mathematical intelligences) or non-
6
scholastic intelligences (interpersonal, intrapersonal, and bodily-kinaesthetic
intelligences, etc.).
It also calls for giving a due care for the speaking skills because of the
ultimate importance of these skills in the academic institutions or as a necessity
for applying for certain jobs. Furthermore, Prospective teachers of English should
develop their speaking skills to be able to develop these skills once they become
teachers of English at schools. Mastering speaking skills is very important for
those prospective teachers of English because they will be involved in situations
that require them to be well-trained in such important skills. In addition, the study
is also hoped that this study will help them develop teaching courses to meet the
needs of the faculty of Education based on the learner-centered approach.
The ultimate goal of language use is to achieve communicative purposes.
Language learners use language functionally in their daily life to different extents.
They usually use language to read newspapers, short stories or even books.
Also, they frequently use language to write shopping lists, diaries, or even
reports. On the other hand, language learners rarely listen to news broadcast in
target language or speak with native speakers in English language. Oral
communication skills (listening and speaking skills) are viewed as the most
difficult to be developed. Researchers explain why language learners are
reluctant to develop their speaking skills because they lack native speaking
environment as well as the learners’ apprehension. Using alternative teaching
strategies depending on brain-based instruction as well as addressing various
abilities, aptitudes and intelligences may help develop speaking skills (Salem,
2012).
7
EI-Basel (2008), argues that speaking skills have been found a
fundamental skill necessary for a person’s success in life. Speaking skills cover a
wide range, from engaging in simple conversation to formal public speaking.
Speaking skills play a vital role in communication process. It is the most
important type from the types of linguistic activities. Developing speaking skill
helps in creating an effective connection among the individuals’ society. It is an
active part in their daily life and a tool of learning (Dorgham, 2011).
Related Studies
According to Hornyak, M., the goal setting, like other behavioral
philosophies, can date back to the Greeks, such as Aristotle and Plato, where
their philosophies on final causality suggest “purpose can incite action” (George)
or to Sun Tzu on how “victories, not operations, are the objective” (McNeilly,).
Through the centuries however, human beings have rarely written and
documented management and organization techniques. Thus, the idea of
creating SMART goals was never formalized until much later. The Practice of
Management is instrumental in starting the development of the SMART acronym
(Morrison, 2010). However, Drucker never made a direct reference to a SMART
acronym in his book (Morrison, 2010). During the 1940s and 1950s there were
many engineering and educational publications beginning to discuss the merits of
specific and measurable goals (Morrison, 2010). In early managerial and
educational publications, organizational activities were labelled with specific and
measurable characteristics which suggest that SMART goals and its acronym
were known and fairly prevalent. Early literature also used terms such as realistic
8
and relevant when discussing and determining goals (Morrison, 2010). The use
of a variety of words over time by both the educational and business worlds to
describe goals suggests that the SMART acronym emerged organically rather
than being specifically invented (Morrison, 2010).
According to William (2012), the SMART goals are written using the
following guidelines being: 1) Specific–define exactly what is being pursued?, 2)
Measurable–is there a number to track completion?, 3) Attainable -can the goal
be achieved?, 4) Realistic–doable from a business perspective, and 5) Timely–
can it be completed in reasonable amount of time? (Williams, 2012). Over time
the SMART acronym experienced changes as more people saw the benefits of
the concept. SMART goals became SMARTer goals with Exciting and Recorded
becoming additional characteristics supporting its goal development activities.
The SMARTer goals can be applied to many different situations such as: 1)
Process objectives -lets you know what you are doing and how you will do it;
describes participants, interactions, and activities, 2) Impact objectives –
identifying what the long term implications of your activities are within the
organization, 3) Outcome objectives–suggesting how you will change attitudes,
knowledge or behavior, and 4) Personal objectives -personal development is an
ideal application for SMARTer objectives (Williams, 2012).
According to the another study conducted by Dorgham (2011) which
investigated the effectiveness of using multiple intelligences based instruction on
developing speaking skills of the preparatory schools first graders. The
implementation of a program based on MI proved usefulness of multiple
9
intelligences based instruction on developing first year preparatory stage
graders. The current study has different sample but similar general aim.
10
Synthesis of the Art
Hornyak, M., the goal setting, like other behavioral philosophies, can date back to
the Greeks, such as Aristotle and Plato, where their philosophies on final
causality suggest “purpose can incite action” (George) or to Sun Tzu on how
“victories, not operations, are the objective” (McNeilly). Through the centuries
however, human beings have rarely written and documented management and
organization techniques. Thus, the idea of creating SMART goals was never
formalized until much later. The Practice of Management is instrumental in
starting the development of the SMART acronym (Morrison, 2010). However,
Drucker never made a direct reference to a SMART acronym in his book
(Morrison, 2010). In our study we want to give importance in speaking with
confident, like their study they want to reach one goal smartly.
William (2012), the SMART goals are written using the following
guidelines being: 1) Specific–define exactly what is being pursued?, 2)
Measurable–is there a number to track completion?, 3) Attainable -can the goal
be achieved?, 4) Realistic–doable from a business perspective, and 5) Timely–
can it be completed in reasonable amount of time? (Williams, 2012).
11
CONCEPTUAL FRAMEWORK OF THE STUDY
Input
Gathering Data,
Searching
Information to
get the
Objectives.
Process
Interview and
Questionnaire
Feedback
12
Output
DEVELOPMENT OF
SPEAK-SMART
WORKBOOK AS AN
ADDITIONAL TEACHING
MATERIALS IN
ENHANCING ORAL
COMMUNICATION.
CHAPTER III
METHODOLOGY
This study was designed primarily with the aim of enhancing,
understanding of the strategies, knowledge assessments and the expectation of
the students in having this Speak Smart Workbook through speaking skills.
Research Design
This study utilizes the quantitative method of research to determine the
factors that affect the studying of the students in Oral Communication,
preferences of grade 11 Gas-B Students in choosing the basic factors that affect
to the students. It used quantitative method to access the feedback from the
students and we test the improvement of the Speak Smart workbook.
The research design, depicted in Figure 6 the feedback of the survey that
the one that affect the students in studying Oral Communication is the Lack Of
Learning Material, we conclude that it is possible to have a Speak Smart
Workbook in terms of learning material in Bula National Senior High School.
Which can be use us as a basis to make an essential workbook for the students.
Respondents of the Study
The respondents of the study are the students in Grade 11 Gas-B
government who needs a unique workbook in developing skills in speaking and
writing language in oral communication. So this may have high quality of
education.
Data Gathering
13
The researchers gathered the data essential to the study by means of the
following methods:

The researchers will ask permission to the principal so that she signed the
letter to conduct the said survey.

Survey and prepare questionnaire or even pre-test and post-test in
conducting evaluation to approve the workbook in performing class hours.

Validate the questionnaire and the content to assure that no more risk will
happen during performing the workbook inside the classroom, during class
hour.

Conduct the survey to test what is unlike and like to the said workbook.
Statistical Treatment
Data and information are collected and presented for treatment of idea.
For statistical treatment of data this study used:
Weighted Mean – is a kind of average. Instead of each data point contributing
equally to the final mean, some data points contribute “weights” than others. If all
the weights are equal, than the weighted mean equals the arithmetic mean ( the
regular “average” you’re used to ).
𝑛
∑
𝑖=1
𝑋𝑖 ∙ 𝑊𝑖
∑𝑛𝑖=1 𝑋𝑖
14
CHAPTER IV
RESULT AND DICUSSION
This study presents the result and discussion of the interpreted data of the
study on the “Development of Speak Smart Workbook as an Additional Teaching
Material in Enhancing Oral Communication”. The essential findings of this
research are based on the following specific questions: 1. what are the main
problems encountered by the students in teaching Oral Communication? 2. Is
the SSW acceptable in Enhancing Oral Communication in terms of: Content,
Relevance to the subject matter, Appearance? 3. What are the competencies in
Oral Communication implemented to SSW?
Chart 1. This table presents the difficulties of GAS – B Students in
performing Oral Communication.
45
40
35
Total of Students
30
Listening
25
Speaking
20
Writing
15
Reading
10
Understanding
5
0
Difficulties Of Every Students in Performing Oral
Communication
As shown in the table 1, there are 45 students who took the said survey to
know the equalities/difficulties in taking Oral Communication; dominantly the
15
respondents take the advantage in enhancing their specialties in performing
class hours. Therefore the researchers conclude that the most difficulties facing
by the students nowadays were speaking. As the researchers conducted the
survey we notice that in the category of Listening answered 9 respondents,
Speaking answered
the highest, 16 respondents,
writing answered 7
respondents, Reading answered 5 respondents and lastly Understanding got 8
respondents. The researchers know what the different difficulties in facing Oral
Communication are. In difficulties, speaking is the most deficiency in areas of
learning process that why some students can’t speak confidently in performing
class hours because of lacking ideas in public speaking, So that as the
researchers conducted the said survey was the main reason why we publish the
workbook is to obtain the main goal of the purposive learnings and have a
confident in participating. Therefore the respondents give their suggestion in
making such workbook that obtain learnings is make it clearly and
understandable in viewers so that they may got high quality of education and if it
is possible they said that summary learnings must be which is not be able to
boredom the students in studying the workbook. It suggests also that easy
definition in every topic even though it becomes longer and longer discussion but
at least easy grammar in every sentence to make them easy to understand. As if
they’re going to perform such activities needed in the collaboration of the
workbook. It is important to do something for their own sake as if they consider
the public speaking as their partner in life because after a long time the universal
language is more appreciated in the field they took and another good thing is if
they took the English proficiency major and graduated to the course given in
16
English with a high standard of learnings about of it, you’ll be chosen to had an
experience online job, national job or even international job so you’re experience
in highly considerate in a best employee.
Table 3 show that scale method and criteria to perform and how will that
workbook been tested.
140
120
100
Students
80
Highly Effective
60
Effective
40
Moderate
Not Effective
20
0
Content
Relevance to the
Topic
Appearance
Chart 2 presents the table that shows what is the effectiveness of the Speak
Smart Workbook as an Additional Teaching Materials in Enhancing Oral
Communication in terms of:
Content
It states that there are possibility to gain specialties in performing Speak Smart
Workbook. In 42 respondents came from Grade 11-Gas B, there are 86 check
marks in the Highly Effective. 110 Check marks in Effective that Connaught the
17
workbook as an additional teaching material. 18 check marks in the moderate
and lastly there is no one pick in not effective. The data analysis is we need to
improve much better the content and if it is possible we need to check on the
activities to make it clear in the reader. This is the courage to the students in
having self confidence in the areas of public speaking because nowadays they
need the learnings to aim the main goal in public areas. During the survey some
students plea us because they need to know what is the flow of the content, they
suggested that more on specialization in the content and took advantage on the
past learnings and activities so that they move onto next stage of public
speaking. In terms of the content, we used to pick easy topic to encourage the
students follow the flow of the workbook aside from that this is given implement
language efficiency. Based on the workbook provided it takes several learnings
in improving public speaking or talking while you are in the crowd instead of
reading it try to comprehend each words or sentence so that you’ll never forgot
the words you read about the important article and of the said activity well said.
The respondents will take advantages to the next stage while reading as if you,
indeed. In this study aims to make an effective with the high quality of learnings
and especially easy to understand by the students.
Relevance to the Topic
More than 120 check marks related to the Highly Effective, it says that the
Workbook gain much better learnings in commercial book. 112 check marks in
Effective, 3 check marks to moderate and also no one pick in not effective. It is
importance to contact the reader with the relevance to the topic so that they know
18
how, what, why, and the connection of the topic to the said learnings because if
they cannot relate there are possibilities to indisposed the worthiness of the
Speak Smart Work. It contains importance because the connectivity of the topic
to the viewer’s so, we need to appreciate the significance of the workbook.
Expect that more on activities involve with it so it discuss the importance and the
creation of every topic. The book must be Relevance to the topic, if it is doesn’t
connected or contain 5w’s of every topic it means the content of book is not
relevant. Being to what the book says is important and useful. In the way the
reader will understand and discuss the topic without hesitation and difficulties.
Every reader wants to read a book and learn from it with a positive assurance
that they can understand it easily. Of course you must check first the objective of
the instructional material if it’s really suits to be discussed in the topic. Then see
to yourself and answer the activities and you’ll find out that the activity is related
to the discussed topic. By simply reading and observing the content of this
workbook, you can create and prove that the topic is relevant. The topic and
activity work help to develop the analytical and critical thinking skills of the
students. It will boost your confidence and you’ll perform/speak in front of the
audience without struggling on how you can deliver your speech. It helps to
improve the academic performance of the students. They can recite, talk, join
and enjoy every discussion they have because they already understand what
and how to speak confidently and compete talking with others without any bad
ambiance. It helps them to reduce the factors that has been giving negative
effect to their academic performance.
Appearance
19
In the physical appearance of the Speak Smart Work, there are 75 Check marks
in Highly effective, and more than 123 check marks in effective so it means we
need to develop our workbook to encourage the students in studying Oral
Communication, 13 check marks related to moderate and lastly no one pick in
not effective. This is the most important part the appearance of the workbook if
there is not pleasant data in the activities it will become useless because the first
impression of the readers is remarkable in daily use so as we improve our
workbook to make It better in their eyes. In appearance we make sure that
interesting from front onto the last page that it is visible and creative as the youth
did nowadays. As we state, expect the unexpected does that artist did. A
physical book’s visual cues aid comprehension. It is not only touch but visual
aspect of a physical book that helps you remember, a physical book lets you add
notes and comments furthermore, you’re better able to visually track your
progress. You can remember that a favourite quote or topic or even activity was
stated near the end of the book on the right hand side. Physically touching a
book helps you remember what it says. Study after study shows that you
understand more when reading a paper book instead of anything else. The
feeling of the paper under you fingertip provides context that leads to better
comprehension. Plus, all of the physical movements you make while reading a
book like flipping pages and where you put the book down give you more cues to
trigger your memory about various aspect of the books. Paper books are
collectible if it gain more essential learning for the person who love book as well it
encourage them to collect by knowing the appearance on how it publish, edit
properly.
20
Chart 3, shows the factors that affect the academic performance in studying Oral
Communication.
45
40
35
Students
30
Peers
25
Room
20
Teachers
15
Lack of Learning Materials
10
The Subject is not Interesting
5
0
Factors the affect your academic performance in
Studying Oral communication
It represent the factors that affect the academic performance in studying
Oral Communication in terms of Peers with 4 respondents, Room has no one
interested, Teachers with 21 respondents, Lack of Learning Material got 29
respondents, and The Subject is not Interesting also got 4 respondents. We
conclude that the most factors that affect the students in studying Oral
Communication is the Lack of Learning Materials. In terms of lacking material the
school also is lacking supplies to the distributed rooms for an individual use of
the students. Maybe it affects the performance of every students and it may not
be counted to the students. So, the researchers use a survey details to make an
21
informative work book, with an easy, useful and in a creative way to publish the
workbook and also we need to inform the teacher that in the said survey, the
teachers that teaching oral communication is the second factors that affect the
performance in oral communication, they need to perform well, understanding
activities and discussion and especially it will do some ways to do something in
order to have their own knowledge, the teachers is the motivation here if the
teachers can’t actually revive his/her lesson the factor may affect the students
individual so they need to practice or even impromptu teaching but they
encourage them to study hard perform quietly so that they might be overwhelmed
themselves as they got the connection of the topic. And, some students state
that the subject is not interesting, as the researchers, we search the most
important details to make the workbook interesting to the readers so that they
encourage them to use it.
22
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter summarizes the result of the study followed by the conclusion
based on the findings and recommendation for the “Development of Speak Smart
Workbook as an Additional Teaching Material in Enhancing Oral Communication.
SUMMARY
In general, this study aims to make an effective, summarize with high
quality of learnings and especially easy to understand by the students achieve a
high standard Workbook entitled Speak Smart Workbook in terms of speaking
and designated subject in Oral Communication. The analysis presented here is
the significant difference by the two learning materials in Oral Communication.
The study conducted at Bula National High School, Sagrada Bula,
Camarines Sur. The researchers select a section in Grade 11 which is Gas-B
that they need to have an essential learning in Oral Communication specifically in
public speaking.
This study used a survey questionnaire intended to the Development of
Speak Smart Workbook as an Additional Teaching Material in Enhancing Oral
Communication. Frequency distribution and percentage counting is used to
answer the objective of the study.
CONCLUSION
Based on the analysis and interpretation done on the data gathered,
several findings divulge in the perspective of its statement of the problem
summarize.
23
The Development of the Speak Smart Workbook is essential and
conducted with the respondents provided as an additional teaching material in
enhancing Oral Communication.
Between the two significant workbook they used to pick the Speak Smart
Workbook that has a summarized discussion, activity, evaluation, findings and
learnings to gain more specialties.
RECOMMENDATION

The Development of the Speak Smart Workbook as an Additional
Teaching Materials in Teaching Oral Communication must be exposed to
activities inclined with the other teaching materials in oral communication
to further development and must provide learnings, activities, discussion,
evaluation, assignments and recommendation.

The Grade 11 students must know what should be pick in taking the
subjects quietly in performing Oral Communication Subject, it develop
their skills to satisfied in gaining learning.

The
researchers
need
the
support
of
the
government,
school
administrations, principals, teachers, and the students to have their
recommendation to publish the Speak Smart Workbook, we need your
cooperation to make it possible.
24
Appendix A
Bula National High School
Bula Camarines Sur
S/Y 2018-2019
August 08, 2018
The researchers of Bula National High School is currently conducting a study entitled, “Development of
Speak Smart Workbook as an Additional Teaching Material in Enhancing Oral Communication” Hence, the researchers
would like to request for your honest answer on the following statements. Your answer will be treated with utmost
confidentiality. Thank you!
Respectfully Yours,
CABAL, VALERIE R.
GUARNES, JOHN NICO P.
MASAMOC, IVE B.
RAŇA, JOHN MIGUEL F.
Researchers
Noted:
MS. IMARI MERYL ROXAS
Research Adviser
Name (optional): _____________________________________
Age:__________________________
Grade & Section: ________________________________
Instructions: Please rate each item by checking (/) the box below which guided in a scale method of (4) highly effective (3) effective
(2) moderate (1) not effective.
What is the effectiveness of Developing Speak Smart Workbook as an Additional Teaching Material in Enhancing Oral
Communication in terms of:
A. Content
Criteria
Interpretation
4
3
The instructional material contain the
list of learning’s objective, lesson
proper and activities.
The instructions is dear and easy to
understand.
The objectives in this instructional
materials is matched in the course of
this subject.
The instructional materials has a dear
discussion that the students able to
catch and understand easily the
topics.
The creative ideas like the activity is
interesting.
25
2
1
B. Relevance to the topic
Criteria
Interpretation
4
3
4
3
2
1
2
1
The objectives in the instructional
materials is suitable in topic being
discussed.
The activity wok is related in the topic.
The topic and the activity work help to
develop the analytical and critical
thinking skills of students.
It helps to improve academic
performance of students.
Help to reduce the factors that has
negative effect to the academic
performance.
C. Appearance
Criteria
Interpretation
The
instructional
materials
is
attraction to catch the eye and
attention of the students.
Composed of creative idea and
concept.
The design of the instructional
material especially the effect of every
topic concluded.
The book has an attractive design
compare to the commercial book.
The content provided easy to difficult
activities that the learners will study in
the way they could.
Instructions: check the box below which applies in your academic performance.
What are the factors that affect your academic performance in studying Oral Communication?
PEERS
LACK OF LEARNING MATERIALS
ROOM
THE SUBJECT IS NOT INTERESTING
TEACHER
If others please specify______________________________________________________________________________________
What are the recommendation that can you give to solve the factors that affect your academic performance in Oral
Communication_______________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________
26
CURRICULUM VITAE
JAN NICO PAGDREGON GUARNES
Address: Zone 3, Bagumbayan Bula Camarines Sur
Phone: 09452589145
Email: guarnesjannico@gmail.com
PERSONAL INFORMATION
Age: 18
Civil Status: Single
Weight: 52
Height: 5’5
Father’s Name: Gil Guarnes
Mother’s Name: Jessica Guarnes
Citizenship: Filipino
Date of Birth: May 10, 2000
Place of Birth: Bagumbayan, Bula Camarines Sur
Religion: Roman Catholic
PROFESSIONAL SKILLS



Skills in performing arts and design
Introverted artist
Advance learner in mathematics
EDUCATIONAL ATTAINMENT
Secondary:
SENIOR HIGH SCHOOL
General Academic Strand ( GAS )
Bula National High School
Sagrada, Bula Camarines Sur
JUNIOR HIGH SCHOOL
Bula National High School
Sagrada, Bula Camarines Sur
Primary:
Bagumbayan Elementary School
Bagumbayan Bula Camarines Sur
27
CURRICULUM VITAE
VALERIE RAÑA CABAL
Address: Zone 3, San Jose, Bula Camarines Sur
Phone: 09485607484
Email: Valeriecabal@yahoo.com
PERSONAL INFORMATION
Age: 18
Civil Status: Single
Weight: 62
Height: 5’7
Father’s Name: Lando DC. Cabal
Mother’s Name: Celia R. Cabal
Citizenship: Filipino
Date of Birth: February 14, 2000
Place of Birth: San Jose, Bula Camarines Sur
Religion: Roman Catholic
PROFESSIONAL SKILLS



Develop independent learning strategies
Manage information, critically appraising innovations in the field, and analyse
future trends
Develop curiosity and creativity. Generate innovative and competitive proposal
in professional practice
EDUCATIONAL ATTAINMENT
Secondary:
SENIOR HIGH SCHOOL
General Academic Strand ( GAS )
Bula National High School
Sagrada, Bula Camarines Sur
JUNIOR HIGH SCHOOL
Bula National High School
Sagrada, Bula Camarines Sur
Primary:
San Jose Elementary School
San Jose Bula Camarines Sur
28
CURRICULUM VITAE
IVE BARAMEDA MASAMOC
Address: Zone 3, Causip, Bula Camarines Sur
Phone: 09485607484
Email: Valeriecabal@yahoo.com
PERSONAL INFORMATION
Age: 17
Civil Status: Single
Weight: 60
Height: 4
Father’s Name: Vicente Masamoc
Mother’s Name: Estrella Masamoc
Citizenship: Filipino
Date of Birth: December 27, 2000
Place of Birth: Causip, Bula Camarines Sur
Religion: Roman Catholic
PROFESSIONAL SKILLS



Developing writing skills
Manage information, critically appraising innovations in the field of writing and
analysing poet
Develop curiosity and creativity. Generate innovative and competitive proposal
in professional practice
EDUCATIONAL ATTAINMENT
Secondary:
SENIOR HIGH SCHOOL
General Academic Strand ( GAS )
Bula National High School
Sagrada, Bula Camarines Sur
JUNIOR HIGH SCHOOL
Bula National High School
Sagrada, Bula Camarines Sur
Primary:
Causip Elementary School
Causip, Bula Camarines Sur
29
CURRICULUM VITAE
JOHN MIGUEL FLORECE RAÑA
Address: Zone 3, Salvacion Bula Camarines Sur
Phone: 09099203355
Email: gm_miguel64@yahoo.com
PERSONAL INFORMATION
Age: 18
Civil Status: Single
Weight: 60
Height: 5’9
Father’s Name: Pedro Castillano Raňa
Mother’s Name: Erlinda Florece Raňa
Citizenship: Filipino
Date of Birth: May 11, 2000
Place of Birth: Bicol Medical Center ( BMC )
Religion: Roman Catholic
PROFESSIONAL SKILLS



Undergo critical thinking skills, and mind set observer
Passive thinker, appraising language barriers but mostly self-adaptation
Develop and originated ideas. Generate innovative and competitive proposal in
professional practice
EDUCATIONAL ATTAINMENT
Secondary:
SENIOR HIGH SCHOOL
General Academic Strand ( GAS )
Bula National High School
Sagrada, Bula Camarines Sur
JUNIOR HIGH SCHOOL
Bula National High School
Sagrada, Bula Camarines Sur
Primary:
Bula Central Elementary School
Sagrada Bula Camarines Sur
30
August 8, 2018
SALVE DELA CRUZ
Assistant Principal II
Bula National High School
Sagrada Bula Camarines Sur
Madame:
Greetings of Peace!
We, the undersigned, is currently working on a research entitled, “Development
of Speak Smart Workbook as an Additional Teaching Material in Enhancing Oral
Communication” in partial fulfilment of the requirements in General Academic
Strand in Bula National High School, Senior High School, Bula Camarines Sur.
In this regard, we would like to ask permission from your good office to allow us
conduct the study in Bula National High, School Senior High School from August
8-10 2018 during their available time using the Senior High School students in
Grade 11-Gas-B, AY 2018-2019.
Your approval will be a good help for the success of the study.
Thank you very much!
Respectfully yours,
RAŇA, JOHN MIGUEL F.
MASAMOC, IVE
GUARNES, JAN NICO
CABAL, VALERIE
Researchers
Noted by:
MRS. IMARI MERYL ROXAS
Research Teacher
MR. JEROME RITO
Research Adviser
Approved:
SALVE V. DELA CRUZ
Assistant Principal II
31
Appendix B
DOCUMENTATION
Conducting Survey together with the distribution of the questionnaire.
32
33