Communicative Competence of Mass Communication Students

of Bulacan State University: Basis for Purposive

Communication Course

Julia Mariel M. Anacta, Axene Gween E.de Leon

Nerwin Jhay Remon & Romeo R. Tanjeco

Bulacan State University/College of Arts and Letters, Malolos City Bulacan Philippines

ABSTRACT

The study concerned on the knowledge and have an insufficient skill in

Communicative Competence of Mass communication. It was also found out that the
Communication students of Bulacan State grammar and discourse dimensions of English
University as Basis for Purposive Communication language as part of the lesson of Purposive
(PCM) Course. In line with this, the researchers Communication has a significant relationship in
aim to determine and measure the level of the overall communicative competence of the
communicative competence of the selected fifty students. Thus, through the infographic video
(50) respondents who are currently enrolled for material presentation as the proposed output of
the academic year 2019-2020 regardless the age this study, the researchers
and the economic status. As stated on the aim to develop and enhance the level of
statement of the problem of this research paper, communicative competence of mass
other objectives of this study focused on communication students of Bulacan State
evaluating the strengths and weaknesses of the University specifically on the discourse
students in terms of linguistic/grammar and competence since the study found out that it was
discourse dimensions of English language as part the weakness of the students.
of the lesson in PCM subject. The researchers also
explored the significant relationship between the I. INTRODUCTION
discourse and grammatical competence in In the global view, Baired (2018)
enhancing the overall communicative competence mentions that having a language in common
of mass communication students. Finally, in the greatly facilitate cross-cultural communication
light of the aforementioned findings, the between people from different regions and nations
researchers aim to create an infographic video especially in an increasingly diverse, global
presentation (material) that includes different economy. The K-12 curriculum aims to
lessons on how to improve the knowledge of the provide globally competitive education where
students in terms of English language. students are required to learn the English
Moreover, the approach that this study language as a subject in school.
used was the quantitative utilizing the survey
Communicative competence is the
research design. Survey questionnaires for
demographic and a 50-item researcher-made
level of language learning that enables an
communicative competence test were used and individual to convey messages in the goal to
disseminated to gather the needed data and understand and be understood as described by
information. Descriptive statistics and Multiple Saleh (2013). Students who took up Mass
Regressions Statistical Analysis were used to Communication specifically in Bulacan State
compute the data gathered. The researchers found University with different majors have one thing in
out that the demographic profile of the common and that is their training for
respondents influence their exposure in English Communicative competence where Purposive
language; the level of communicative competence Communication in the 21st century is an
of the students states that they are “Fair” user of instrument of learning.
English language. It indicates that they have a low
 The communicative competence of the The aim of this study is to determine the
students can be assessed through the level of communicative competence of mass
linguistic/grammar and discourse dimensions of communication students as a basis for purposive
English language. Linguistic/grammar communication as a subject at the College of Arts
competence is a set of organized knowledge and Letters in Bulacan State University. Thus,
which consists of numerous sub-competences, the through the findings of this study, the researchers
phonological, syntactic, morphological, semantic aim to create an output which is the infographic
and lexical components. On the other hand, video presentation that the students and teachers
discourse competence deals with an act on how to can use as a teaching and demonstration materials
understand the larger context and how to construct related to the topic.
longer sets of language so that it would all make In taking up this course, Sharma (2016)
up a coherent whole; it analyzes how words, explained certain situations where the smallest
phrases and sentences are put together to create failures and rejections are all experienced just
spoken communication. These two dimensions of because of a basic reason. No English! This line
English language are being taught and discussed of course upholds essential work for skilled
in Purposive Communication (PCM).Purposive communicators where speaking fluently both in
Communication according to CHED, is a three- their native language and English as the universal
unit course that develop students’ communicative language in speaking.
competence and enhances their cultural and Tuan (2017) on his study about the
intercultural awareness through multimodal tasks Communicative Competence of the Fourth Year
that provide them opportunities for Students : Basis for proposed English Language
communicating effectively and appropriately to a
Program points out that the students’ opportunity
multicultural audience in a local or global context.
for formal and concentrated picking up, talking
In the Philippines, Bulacan State
University provisions the students with with a local speaker of the English Language and
sufficient knowledge to enhance their perusing written materials in English can help
communicative competency especially the boost their phonetic/linguistic and talk fitness. The
mass communication students who are study involves how the level of English exposure
significantly inclined in communication- can affect the respondents’ competence to this
related courses. The university with the help language. Thus, the researchers can analyze the
of English teachers equips the students with relationship of the two.
adequate information and understanding to In addition to that, the setting of occasion
enhance, develop, and increase the where there is an open ability of applying
communicative proficiency level of the information into learning implies the utilization of
students. English proficiency as stated by Runde the language itself (Lesenciuc & Nagy 2009). This
(2017) is a critical component of a successful study shows how the researchers are able to
modern society.
connect the factor of where the setting of exposure
II. BACKGROUND OF THE STUDY applies to the communicative competence of the
Since the K-12 curriculum program had respondents.
only been implemented on the year 2013, the In a study done by Aghatogm (2014)
researchers conducted a study about the which indicated a series of English Language test
Communicative Competence of Mass and English Language Speaking Tests to gauge
Communication students in Bulacan State the students’ communicative ability by
University: Basis for Purposive Communication
incorporating these two tests, the researchers can
course which is a study that has not yet been done.
The Linguistic/ Grammatical Competence and examine the listening and speaking abilities of the
Discourse Competence are interesting aspects to students.
evaluate based on its effective quality standard In this study, the researchers will proved
worth researching for. that there is a significant difference in the
linguistic and discourse competence of the Since convenience sampling technique will be
respondents when grouped according to profile applied by the researchers, the sample for this
variables. This is the conceptual framework of the study will emanate from different Mass
Communication students from Broadcasting,
study as shown in figure 1.
Journalism, Performing Arts, and Malikhaing
Pagsulat as their courses upon the decision of the
researchers.
Meanwhile, The researchers will use
questionnaires as the study’s instrument: the first
part pertains to the demographic profile of the
respondents together with the English language
exposure survey test while the second part deals
with the assessment that pertains to the
communicative competence which is 50-item test
that the selected respondents are meant to answer.
In connection with this, there are different steps to
follow in order to gather the needed data and
information: Firstly, upon approval and due
process in completing the steps, the questionnaires
III. THE RESPONDENTS AND DATA will be distributed personally on the availability of
GATHERING the respondents through the convenience sampling;
The researchers will employ the Secondly, the papers will be collected for data
Quantitative Approach, an approach which can be gathering and for the interpretation of its result;
measured, typically on instruments, so that Thirdly, The returned papers from the student-
numbered data can be analyzed using statistical respondents will be confidentially checked, tallied,
procedures (Creswell, 2014). This approach is interpreted and analyzed by the researchers; and
mostly used with mathematical explanation to finally, the researchers will analyze and interpret
support and find out which hypothesis is to be the data by using statistical treatment such as
considered and rejected. Moreover, the Descriptive Statistics to get the frequency, mean
researchers will use the Survey Research Design and percentage distribution and the Multiple
wherein it provides a numeric description of Regressions to determine the significant
trends, attitudes or opinions of a population by relationship between the grammar/linguistic and
studying a sample of that population. With this, discourse dimensions of English language in
the researchers will use questionnaires to gather enhancing the overall communicative competence
the demographic profile information and a 50- of mass communication students of Bulacan State
item test to assess the students’ level of University.
communicative competence in terms of grammar
and discourse dimensions of English language as Additionally, there are different scales to
part of Purposive Communication course. describe the extent of each category provided by
the research instruments which are taken,
Additionally, Convenience Sampling will formatted and patterned from the study of Tuan
be used to choose respondents that will surely (2017).
respond to the objective of this study. The
convenience sampling technique is based on the Below is the scale to describe the extent
availability of time that the respondents have in of exposure to English language.
order to be part of the study. Furthermore, fifty
(50) second-year students who are currently
enrolled in Bulacan State University taking up
Mass Communication courses both male and
female will serve as the respondents of this study.
 Table 1. English Language Scale data that 80% or 40 out of 50 student-participates
are female, while 20% or 10 out of 50 are male.
The scale below will be used to determine This concludes that most of the 2nd year students
the students’ grammar and discourse competence. under mass communication courses are female.
Field of Frequenc Percentag
Specialization y (n=50) e

Broadcasting 16 32

Journalism 14 28

Malikhaing 11 22
Pagsulat
Performing Arts 9 18

Table 2. Grammar and Discourse Competence Table 2 Profile of the students according to
Scale field of specialization
Below is the scale to describe the In Table 5 Profile of the students
Competence Level for the Whole Test. according to field of specialty. This illustrates the
frequency and percentage distribution of
respondents according to the field of
specialization. Apparently, as shown generally by
the table, 32% of the respondents or 16 out of 50
comprise the Broadcasting course while 28% or
14 out of 50 respondents represent the Journalism
program. Whilst, 22% or 11 out of 50 participants
come from the Malikhaing Pagsulat, and the
remaining 18% emanate from Performing Arts
course. This infers that majority of the
respondents are currently taking up Broadcasting
major.
Father's Frequency Percentage
Table 3. Communicative Competence Scale for Education (n=50)
the Whole test No formal 6 12
Schooling
IV. RESULTS AND FINDINGS
Elementary 2 4
Variable Frequency Percentage School
(n=50) Secondary 19 38
Male 10 20 School
College 23 46
Graduate
Female 40 80
Table 6. Profile of the students according to
father’s highest educational attainment
Table 4. Profile of the students according to sex
This table demonstrates the profile of the
This table shows the frequency and
students according to father’s highest educational
percentage distribution of the respondents
attainment. It is assuredly observed that 46% or 23
according to sex. It is provided from the tabulated out of 50 of the student’s father’s finished college
education program; 38% or 19 finished secondary 5. I converse with 2.32 Sometimes
education; 12% or 6 did not have formal my teachers in (Low)
schooling; and only 4% or 2 out of 50 finished English.
elementary education. These findings conclude 6. I use English in 2.52 Often
that these parents might not have been recipients class recitation. (High)
of English language education programs during 7. I use English at 1.98 Sometimes
home. (Low)
their collegiate years.
8. I use English 2.9 Often
Mother's Frequency Percentage language in any (High)
Education (n=50) writing texts.
9. I watch English 3.3 Often
No formal 6 12
movies or TV (High)
Schooling programs
Elementary 3 6 10. I listen to English 3.5 Always
School music. (Very High)
Secondary 16 32 11. I speak English 2.2 Sometimes
School when I (Low)
College 25 50 socialize/mingle
Graduate with other people.
12. I speak English 2.12 Sometimes
when I talk to (Low)
Table 7. Profile of the students according to local authorities.
mother’s highest educational attainment 13. I read English 3.16 Often
internet materials (High)
It exemplifies the profile of the (social media
students according to mother’s highest posts).
educational attainment. It is certainly shown 14. I attend seminars 2.6 Often
that 50% or 25 of the student’s mothers have where English is (High)
attended college education; 32% or 16 the medium of
communication.
completed secondary education; 12% or 6 did
15. I speak English 2.16 Sometimes
not have formal schooling; and only 6% or 3 when I talk to (Low)
out of 50 finished elementary education. The native speaker.
findings only reveal that most of the General Weighted Mean 2.55 Often
respondents’ mothers have exposed in English (High)
learning during the collegiate years. Table 8. Profile of the students according to
English language exposure
Items Mean Description
*The English language exposure questionnaire as well
1. I attend English 3.52 Always as the format and the legend for adjectival description
class session in (Very High) were taken by the study of Tuan (2017).
school. Communicative Competence of the Fourth Year
2. I read journals, 2.94 Often Students: Basis for Proposed English Language
research articles (High) Program. English Language Teaching 10(7), 104-122.
and textbooks.
Legend:
3. I read English 2.9 Often
magazines, (High) Scale Adjectival Description
newspapers,
pocketbooks 1.00-1.74 Never (Very Low)
4. I converse with 2.28 Sometimes
1.75-2.49 Sometimes (Low)
my (Low)
classmates/friends 2.5-3.34 Often (High)
in English
3.35-4.00 Always (Very High)
 Table 8 indicates the profile of the Lowest Score: 9
respondents according to English language Highest Score: 23
exposure. Provided on the table, it is obtained Actual Test Mean Score: 17.4 (Competent User
through the data that the respondents have High of English Language)
(Often) exposure on the English language with the Standard Deviation: 3.55
general weighted mean of 2.55. Hence, these Ideal Test Mean Score: 12.5
findings clearly reveal that most of the students Coefficient of Variation: 0.27
who are currently taking up mass communication Table 9 presents the level of
courses are frequently exposed in English. Also, it communicative competence of the students in
is attained by the data that the participants have a terms of linguistic/grammar dimension of English
wide array of prospects to be able to enhance and language. As obtained from the data, the Actual
develop their communicative competence. Test Mean Score is 17.4 with an adjectival
description of competent user in English. In this
Apparently, the statement that the student- manner, the data infers that the mass
respondents have rendered the highest mean of communication students of Bulacan State
3.52 is I attend to English class session in school, University have high communicative competence
it indicates that majority of the respondents attend in grammar. As a matter of fact, in the Philippines,
English classes and most of the medium of the strategy in training learners in English is
instruction in the academe is mostly English. This intended more on linguistic/grammar (written)
finding correlates with the result found by the compared to discourse (oral). Similarly, in
study of Tuan (2017) which states that most of the Vietnam, the approach in teaching English is
students attend English classes within the school. focused more on grammar rather than
This is perhaps the leading factor why the mass communication (Ruben & Kealy, 1979). In
communication students of Bulacan State addition, oftentimes, students are prone to
University have high exposure in English linguistic/grammar examination and the criteria to
language since English is part of the curriculum in determine the English competence of the learners
school such as Purposive Communication subject. is typically reckon with their capacity to sustain
However, the statement I use English at passing scores in linguistic examination. Perhaps
home got the lowest mean of 1.98 which signifies this drill and exercise gives an advantage for the
that majority of the respondents do not prefer to students to increase their competence in grammar
use English as a medium of communication at inasmuch as other areas of English language.
home. In addition, it shows that the respondents Furthermore, the high communicative
use the native language in a day-to-day competence of student-respondents when it comes
conversation among the family members. to grammar conveys that they have great skills
Category Frequency Percentage and vast background-knowledge in different parts
of speech and its application in sentence
Scores (n=50) construction. Also, it adverts that they can
differentiate the parts of speech and use them
0-5 0 0 competently.
It is observed generally on the data that
6-10 3 6 70% or 35 out of 50 respondents garnered 16-20
correct answers from the 25-item exam in terms of
11-15 6 12 grammar or linguistic dimension of English
language. It appears that majority of the
16-20 35 70 respondents are proficient user of English due to
their exemplary skills, knowledge and capability
21-25 6 12 in proper sentence construction and because they
are able to differentiate the differences of every
Table 9. Language Competence of the part of speech and how these elements are formed
respondents in the English grammar test
to write an effective sentences for written and its application to alter the thought in the
communication. paragraph form.
Additionally, the data in Table 6 explains Provided by the data, there are 64% or 32
that 12% or 6 out of 50 respondents got 21-25 out of 50 respondents who garnered 11-15 correct
correct answers which signifies that they are very answers (Fair); 22% or 11 got 6-10 points
high competent in English language; another 12% (Modest); 12% or 6 out of 50 got 16-20 correct
or 6 out of 50 participants garnered 11-15 correct answers (Competent); while the remaining 2% or
answers which indicates that they have low 1 garnered 0-5 correct answers which indicates
communicative competence; and the remaining that they have Limited or very low skills in
6% or 3 out of 50 respondents got 6-10 correct communicative competence in terms of discourse
answers which tells that the respondents have dimension of English language.
lowest communicative competence in English
language. Moreover, a study done by Littlewood
(2011) states that there should be an extra effort to
Category Frequency increase the knowledge of the students in
Percentage communicative competence when it comes to
Scores (n=50)
discourse dimension of English language. Thus,
0-5 1 2
this present study aims to create an infographic
6-10 11 22
video material to uptrend the knowledge of the
11-15 32 64
16-20 6 12 Communicative Mean Arbitrary Descriptive
21-25 0 0 Competence Score Scale Value
Grammar/
17.4 Modest Low
Table 10. Language Competence of the Linguistic
respondents in the English discourse test
Discourse 11.92 Modest Low
Lowest Score: 4
Highest Score: 19
Actual Test Mean Score: 11.92 (Fair User of Overall Mean 29.32 Fair Moderate
English Language) students in discourse competence or both
Standard Deviation: 3.43 discourse and grammar in general.
Ideal Test Mean Score: 12.5
Coefficient of Variation: 0.29 Table 11. Summary Table for the
Grammatical and Discourse Competence of the
Table 10 demonstrates the level of Respondents
communicative competence of the students in
terms of discourse (written and spoken) dimension. *The summary table for the grammatical and discourse
As presented by the table, the Actual Test Mean competence of the respondents was patterned and
Score for discourse communicative competence is formulated by the study of Tuan (2017).
11.92 with an adjectival description of Fair user in 41-50- Very competent user of English (High)
English language. Therefore, the data connotes 31-40- Competent user of English (High)
that the mass communication students of Bulacan 21-30- Fair user of English (Moderate)
State University have low communicative 11-20- Modest user of English (Low)
competence in terms of discourse area of English 1-10- Limited user of English (Very Low)
language.
As shown in the table, 29.32 is the overall
In connection with this, the Fair mean scores obtain by the students in accessing
communicative competence of the students when their communicative competence. The data falls
it comes to discourse simplifies that they have under the arbitrary scale of Fair (Moderate) which
poor knowledge and skills in connecting sentences indicates that mass communication students of
or speech. Also, it denotes that they have a weak Bulacan State University are moderately
level in seeking the coherence of the sentences
competent in communication. Furthermore the Hence the findings conclude that the
table shows that the students have low strength of the mass communication students of
communicative competence in terms of grammar Bulacan State University is on the noun which
and discourse dimension of English language. implies that the respondents are able to
However, the data illustrates that the mean score differentiate its difference with other parts of
of the respondents in terms of grammar is higher speech. Noun is an element or part of a speech and
than the discourse competence with the mean a word that the name of something (such as a
score of 17.4 and 11.92, respectively. Therefore, it person, animal, place, thing, etc.) and its typically
connotes that teaching of English language such used in a sentence as subject or object of a verb as
as Purposive Communication subject is more object of a preposition (Narag, 2016). Meanwhile
the weakness of the students in grammar
Sub-Tests No of. Lowest Highest Mean Rank
Items Score Score
competence is the conjunction which infers that
mass communication students of Bulacan State
Noun 4 1 4 3.28 1 Sub-Tests No of. Lowest Highest Mean Rank
Items Score Score
Pronoun 3 0 3 2.36 4 Referents 7 0 6 3.76 1

Verb 3 0 3 1.92 6
Substitution 6 0 6 2.94 2

Adjective 3 1 3 2.56 2
Conjunction 6 0 5 2.48 3
Adverb 3 0 3 2.42 3
Coherence 6 0 5 2.8 4
Preposition 3 0 3 2.1 5
University have poor knowledge, skills, and
Conjunction 3 0 3 1.14 8 abilities in conjunction as part of the speech Narag
(2016) defines conjunction as a word that joins
together sentences, clauses, phrases, or words.
Interjection 3 0 3 1.82 7
Table 13. Strengths and Weaknesses of the
students in Discourse Competence
focused on grammar/linguistic rather than the
discourse competence in Bulacan State University As shown by the tables, the data assents that
specifically to Mass Communication courses. among the eight sub-test of discourse competence
in 1-25 item test, the referents rank 1 with the total
Table 12. Strengths and Weaknesses of the
mean score of 3.76; substitution registers the 2nd
students in Grammar/Linguistic Competence.
highest; while conjunction ranks 3rd with
Provided by the table, the data clearly accumulated mean score of 2.48.
reveals that among the eight sub-test of
However, the table demonstrates that among
grammar/linguistic competence in 1-25 item test,
the eight sub-tests on the category of discourse,
noun ranks 1 with the total mean score of 3.08;
coherence registers the lowest mean score of 2.8
adjective takes the 2nd spot 2.56 total mean scores;
which means that it ranks 4 in the order.
while adverb ranks 3 with accumulated mean
score of 2.42. On the other hand, the findings conclude that
the strength of mass communication students of
Contrary, the table apparently illustrates
Bulacan State University is on the referents which
that among the eight sub-tests listed on the table,
connotes that the students are able to apply words
conjunction as part of speech garners the lowest
that refers to a specific name of person, places,
mean score of 1.14 which signifies that it ranks 8
things, and etc. Meanwhile as shown by the table,
in the order.
coherence is the weakness of the students which
indicates that they have poor knowledge in
arranging the words, phrase, clauses, and University. Thus, the Purposive Communication
sentences in a logical order. as basis in teaching grammar and discourse
dimension of English Language has a significant
impact in enhancing the communicative
competence of the students.
V. CONCLUSIONS
Through the light of the aforementioned
findings, the researchers have finally drawn the
conclusions. The demographic profile of the
personal information of the respondents such as
sex, field of specialization, parents’ highest
educational attainment and English language
exposure has an influence and relationship on the
students’ communicative competence in linguistic
and discourse. It was also found out that the
Table 14. Relationship of Grammar students have high communicative competence in
and Discourse Competence in the terms of grammar/linguistic dimension of English
Overall Communication Competence language, however, when it comes to discourse
of the students dimension, students have low competence.
Moreover, in terms of linguistic competence, the
Table 14 shows the relationship of respondents’ weakness is within the scope of
grammar and discourse dimension of English conjunction while when it comes to discourse,
Language in the overall communicative coherence is the weakness of the students. Finally,
competence of the students. As gleaned from the the researchers found out that the
data, the computed multiple regression which is linguistic/grammar and discourse competence has
denoted by "r" is r=0.45 while the degrees of a significant relationship in enhancing the overall
freedom is 49 by using the formula df=n-1. communicative competence of mass
Meanwhile, the alpha as presented by the table is communication students of Bulacan State
0.05 which is greater than the p-value of 0.0008. University.
The hypotheses of the study which are:
Alternative hypothesis (Ha): There is a significant RECOMMENDATIONS
relationship between the grammar and discourse
competence in the overall communicative Since Mass Communication students are
competence of the students; and the Null the respondents of this study, students should
Hypothesis (Ho) states that there is no significant engage themselves using the recommended
relationship. program of the researchers for them to address
Hence, for the decision of the findings, their weaknesses both in grammar and discourse
the table reveals that the researchers reject Ho competence.
(null hypothesis) and accept Ha (alternative Ideally speaking, the parents should
hypothesis) because the p-value (0.0008) is less continuously nurture and support their children in
than the value of alpha (0.05). In line with this, the using English language by means of providing
criterion in rejecting Ho using Tabular Value reading materials to enhance their grammar both
explains that "Reject Ho if the computed value (p- in oral and written as well as communicating with
value) is less than the tabular value (alpha)”. them using English as their medium of
Therefore, the finding states that there is a communication on their premises to improve their
significant relationship between the grammar and oral communication skills.
discourse competence in enhancing the overall By the same token, University instructors
communicative competence of Mass and administrators should create an enhanced
Communication students of Bulacan State English language communication program that
can develop the students’ grammatical and
discourse competence. This instructive program
could be in a form of teaching, learning modules,
or technology-based materials such as infographic
video presentation designed to address the
problematic areas of both grammar and discourse
components specifically along the identified
weaknesses of students in linguistic and discourse
dimension in English.
Additionally, University administrations
and other school institutions may adopt
instructional policies giving more English
language exposure to the students.
Also, Commission on Higher Education
(CHED) may consider implementing different
proposed English language programs consisting
set of engaging seminars and activities.
Lastly, As for the future researchers, this
study recommends that they should continue
conducting any further research on how to
enhance the level of communicative competence
of students using communication-related subjects
such as Purposive Communication and how
students are able to apply what they have learned
from it in real-life situations.
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