Alitagtag Senior High School

ENHANCING VERBAL COMMUNICATION SKILLS OF GRADE 11

ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM)
STUDENTS IN ALITAGTAG SENIOR HIGH SCHOOL:
BASIS FOR A PLAN OF ACTION

A Thesis
Presented to
The Faculty of
ALITAGTAG SENIOR HIGH SCHOOL
Alitagtag, Batangas

In Partial Fulfillment
in the Requirements of the Academic Research 1

By:

Paulo, Eunice F.
Marinas, Daisy Marie G.
Seva, Jessa
Quitain, Lorraine L.

ACCOUNTANCY, BUSINESS AND MANAGEMENT

March 2019
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Alitagtag Senior High School

APPROVAL SHEET

This action research entitled ENHANCING VERBAL

COMMUNICATION SKILLS OF GRADE 11 ACCOUNTANCY,

BUSINESS AND MANAGEMENT (ABM) STUDENTS IN ALITAGTAG

SENIOR HIGH SCHOOL: BASIS FOR A PLAN OF ACTION prepared

and submitted by Eunice F. Paulo, Daisy Marie G. Marinas, Jessa

Seva, and Lorraine L. Quitain in partial fulfillment of the requirements

for the Academic Research has been evaluated and approved with a

grade of ___________________.

Date: March, 2019.

WILHEM D. SISCAR. Ed.D

Evaluator

Final Examination taken on March, 2019.

Rating ____________________________________________
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ABSTRACT

Verbal communication skills is the ability to express thoughts and

opinions, as well as partaking ideas and concepts. It plays a very

significant role in people's daily lives since a person needs to

communicate to mainly put forth ideas. Therefore, globalization has

made it necessary for the aspirants to be proficient in this skill since it is

one of the essential skills to achieve both personal as well as

professional life.

This study was done to assess the level of verbal communication

skills of Grade 11 Accountancy, Business and Management (ABM)

students in terms of grammar, articulation, delivery, and

comprehension, the barriers encountered by the students in attaining an

articulate verbal communication, and to find out what plan of action may

be proposed to enhance the verbal communication skills of the students

in Alitagtag Senior High School.

This study also had an aim of coming up with suggestions and

recommendations on how to address and enhance the verbal

communication skills of the students. In order to do this, the researchers

used an interview, rubrics, and Focus Group Discussion (FGD) to

collect the data needed in order to answer the questions that this study

sought to answer.
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The participants of this study were 10 Grade 11 ABM students in iv

Alitagtag Senior High School. The selection was done through random

sampling to be an unbiased representation of the participants.

The main findings of this study were that the level of verbal

communication skills of Grade 11 ABM students in Alitagtag Senior

High School is not that proficient. Factors like the use of native

language, limited vocabulary, thinking of the appropriate English term to

use, lack of confidence, unfamiliar words, difficult terms, and poor

English language skills limits their capability to be communicative

competent. This study also revealed that the problems that the students

encountered in attaining an articulate verbal communication includes

the fact that they are not used in speaking English language that leads

to being English deficient.

After analyzing the data gathered, majority of the students in

Alitagtag Senior High School were found out to be having difficulties in

verbal communication skills, specifically in using English language. With

this result, the researchers considered the most recommended strategy

by the participants to enhance their verbal communication skills which is

through a plan of action that will show the effectiveness of learning

while having fun. With this, the students will have positive perception

towards verbal communication skills using English language.

This study recommended that lecturers should encourage their

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Alitagtag Senior High School
students to perceive English language as an easy language to learn.

This study also recommended that lecturers should encourage their

students to consult when in difficulties and that students should put

more efforts to improve their communication competence because

besides performing well in academics, it will go a long way to help them.

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ACKNOWLEDGEMENT

This research study is the realization of the long-awaited dream

which cannot be completed without the assistance of the eminent

people whom the researchers would like to explicit their compassionate

gratitude and appreciation:

First and foremost, the researchers would like to thank Dr.

Wilhem

D. Siscar for leaving an impression that Practical Research is fun and

interesting. Having these kind of mindset helped the researchers to

enjoy while finding out how to deal with the dilemma. The researchers

would also like to thank Dr. Siscar for his guidance and assistance. The

researchers believed that without his help, this paper would have never

been accomplished.

To the members of the panel of examiners for their comments

and suggestions given for the improvement of this work;

To the friends and classmates for the different interesting ideas

and opinions that have greatly satisfied their thoughts;

To the family and relatives for the undying support in all aspects,

most especially in financial aspect. The researchers would also like to

thank them for understanding and allowing the researchers to go home

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late to fulfill their duties as a student. This study is impossible without

them.
vii
To the supportive teachers, school heads, and students of

Alitagtag Senior High School for supporting the researchers and giving

them the privilege to explore;

Above all, his profound gratitude to Almighty God, for the

blessings, strength, wisdom, guidance, care, and strong determination

to make this noble work possible.

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DEDICATION

First of all, the researchers dedicated this study to Almighty God,

who gave them the strength and knowledge for everyday life.

To the researchers’ parents, for their understanding and undying

support morally and financially.

To the researchers’ friends, for motivating them to be strong

despite of the obstacles in life.

To the researchers’ teachers, for being the source of knowledge

and inspiration to do this study.

 
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TABLE OF CONTENTS

Content Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT vi

DEDICATION viii

TABLE OF CONTENTS ix

Chapter I: THE PROBLEM

Introduction 1

Conceptual Framework 3

Statement of the Problem 5

Scope and Limitation 6

Significance of the Study 6

Definition of Terms 8
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Chapter II: REVIEW OF RELATED LITERATURE

Conceptual Literature 11

Research Literature 20

Synthesis 33

Chapter III: RESEARCH METHOD AND PROCEDURE

Research Design 34

Subjects of the Study 35

Data Gathering Instruments and Procedures 36

Chapter IV: RESULTS AND DISCUSSION

Chapter V: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary 44

Findings 44

Conclusions 47

Recommendations 47

BIBLIOGRAPHY 49

APPENDICES

CURRICULUM VITAE
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CHAPTER I

THE PROBLEM

Introduction

Verbal communication plays a very important role in people’s

daily lives. A person needs to communicate to mainly put forth ideas.

Verbal communication is a necessary skill to achieve success in

personal as well as professional life. This supports the idea of Gentry et

al (2006) which states that, effective communication is identified in

some studies as the most important managerial skill. Therefore,

globalization has made it necessary for aspirants to be proficient in this

skill. However, there are some people that lacks in verbal

communication that leads to poor academic performance. Likewise, Flor

et al (2006) explained that, verbal communication has been recognized

as an interactive, social, and contextualized communicative skill. This

relates to Levinson (2006) argumentation that the human mind is

specifically adapted to engage in social interaction, or to be more

accurately referred to as homo interagens. Dutt (2008:28) added that, in

order to express an effective verbal communication, a person should

understand the message and give appropriate response.

2

As Kumaravadivelu (2006) mentioned, a successful

communication needs grammatical and linguistic competence.

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However, the National Knowledge Commission (NKC 2007) stressed

out that, English has been part of the educational system for more than

a century, yet, English is beyond the reach of most people, which make

for highly unequal access. Coinciding with the statement, Howarth

(2006) indicated that, when asked what is the biggest problem that

learners face when speaking, they generally admit that they have a

great difficulty in trying to express what they want to say as they cannot

think of the words that they need to use to do so.

With regards to this, Alitagtag Senior High School (ASHS)

students specifically the Grade 11 Accountancy, Business and

Management (ABM), have been observed to lack in verbal

communication skills. The researchers of this study noticed that,

students are inactive during class discussions particularly when having

English language as the medium of instruction. In daily lectures, some

students cannot relate to the lessons due to lack of comprehension. In

addition to this, when it comes to recitations, there are only few students

who actively participate as well as in examinations where some of the

students misconceptualized the idea.

With observations, the researchers realized the importance of

English language most especially to students and the steep

disadvantages if the lack of skills is not addressed.

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3

Conceptual Framework

The I.P.O. Model of Tyler is used to assess and determine the

verbal communication skills of Grade 11 Accountancy, Business and

Management (ABM) in Alitagtag Senior High School.

The first box represented the input which pertains to the level of

verbal communication skills of Grade 11 ABM students in terms of

grammar, articulation, delivery, and comprehension, and the barriers

encountered by the students in attaining an articulate verbal

communication. The second box showed the process used for data

gathering. The last box is the output where the researchers come up to

conduct a plan of action that would help the Grade 11 ABM students to

enhance their verbal communication skills.

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4

INPUT PROCESS OUTPUT

 Level of verbal
communication
skills of Grade 11
ABM students in
terms of:

1.1 Grammar

1.2 Articulation  Interview

1.3 Delivery Plan of Action

1.4 Comprehension  FGD

 Barriers
encountered by
the students in
attaining an
articulate verbal
communication

Figure 1.1

Presentation of the process of enhancing verbal communication

skills of Grade 11 Accountancy, Business and Management (ABM)

students in Alitagtag Senior High School

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Statement of the Problem

Verbal communication is a necessary skill to achieve success in

personal as well a professional life, therefore, globalization has made it

necessary for the aspirants to be proficient in this skill. Thus, this study

was conducted to assess the level of verbal communication skills of

Grade 11 ABM students in ASHS of which will be the basis for a plan of

action.

This study sought answers to the following questions:

1. What is the level of verbal communication skills of Grade 11 ABM

students in terms of:

1.1 Grammar

1.2 Articulation

1.3 Delivery

1.4 Comprehension

2. What are the barriers encountered by the students in attaining an

articulate verbal communication?

3. What plan of action may be proposed to enhance verbal

communication skills?
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Scope and Limitation of the Study

This study focused on assessing the level of verbal

communication skills of Grade 11 ABM students in ASHS during the

school year 2018-2019. The aspects that have been contemplated

include the verbal communication skills of students in terms of

grammar, articulation, delivery, and comprehension, and the barriers

encountered by the students in attaining an articulate verbal

communication.

An interview was conducted wherein 10 students from Grade 11

ABM will be the participants of this study. The data that was gathered

was assessed through a rubrics. In accordance to this, FGD was

initiated as part of the process in coming up with a solution on how to

enhance verbal communication skills which is through a plan of action.

This did not cover other skills that are not related to the study and

is exclusive to Grade 11 ABM students only.

Significance of the Study

The result of this study is applicable to enhance the verbal

communication skills of students. Hence, the findings of this study will

be of great importance to the teachers, students, parents, researchers,

as well as to the future researchers of the same study.

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To the teachers, they can come up with an idea on how to

enhance the students’ verbal communication skills and assess the

students’ improvements afterwards. With this, they will be able to

evaluate the students’ competency in communicating using English

language.

To the students, this study will help them to increase their

knowledge regarding verbal communication skills and will be able to

deal with the barriers in effective verbal communication. Furthermore,

this will help them to maintain successful business relationships in the

future.

To the parents, they can support the school administration in

implementing activities or programs that will help in enhancing their

children’s verbal communication skills. Apart from this, they can also

follow up the outcomes after conducting the plan of action.

To the researchers, this study will enable them to better

understand the root cause of the problem. It will also help them to

enhance their skills in coming up with a solution.

To the future researchers, this study will serve as reference for

the future studies related to this topic.

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Definition of Terms

For the clarity and understanding of this study, the following terms

are defined conceptually and operationally:

Verbal communication is the absolutely indispensable

leadership discipline (The Power of Communication, Helio Fred Garcia,

2012). In this study, verbal communication skills refers to the ability to

express thoughts and opinions, as well as partaking ideas and

concepts. This is also the main focus of the study.

Grammatical competence is the knowledge of language stored

in a person’s mind (Cook, 2008). In this study, grammatical competence

pertains to the ability to use grammar effectively.

Linguistic competence is the content, or substance, of the

native speaker’s unconscious linguistic knowledge by virtue of the

capability of linguistic performance (The Conduct of Linguistic Inquiry: A

Systematic Introduction to the Methodology of Generative Grammar,

Walter de Gruyter & Co KG, 2017). In this study, linguistic competence

refers to the ability to use language effectively.

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English deficiency is the insufficient knowledge in English

language (Collin’s Dictionary). In this study, English deficiency pertains

to the lack of skill to understand and use English language.

9

Grammar is the sedimented (i.e., grammaticized) recurrent

partials whose status is constantly being renegotiated in speech and

which cannot be distinguished in principle from strategies for building

discourses (Grammar, Meaning, and Pragmatics Volume 5 of

Handbook of Pragmatics Highlight, Frank Brisard, Jan-Ola Östman, and

Jet Verschueren, 2009). In this study, grammar refers to the study of

words, their functions and relations in a sentence.

Articulation is the transmission of refine sound of voice (It’s the

Way You Say It: Becoming Articulate, Well-spoken and Clear, Carol A.

Fleming, 2013). In this study, articulation pertains to the act or manner

of uttering words clearly.

Delivery is the understanding to work primarily through emotional

appeals (The Language of Delivery and the Presentation of Character:

Rhetorical Action in Demosthenes’ Against Meidias, James Fredal,

2007). In this study, delivery refers to the act of conveying words.

Comprehension is the additional knowledge a person acquired

from various ways (Young Meaning Makers – Teaching

Comprehension, Grades K-2 Common Core State Standard in Literacy,

D. Ray Reutzel, Sarah K. Clark, Cindy D. Jones, Sandra L. Gillam,

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2016). In this study, comprehension pertains to the capability to

understand something.
10

Plan of action is the structure of events constructed according to

specified formation rules (Theoretical Aspects of Reasoning About

Knowledge, Joseph Y. Halpern, 2014). In this study, plan of action

refers to the detailed plan outlining actions to enhance the verbal

communication skills of Grade 11 ABM students.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of conceptual and research

literature and synthesis.

Conceptual Literature

Communication Skills. As mentioned in Business Dictionary,

communication skills is the ability to convey information to another

effectively and efficiently. A person who can communicate well

integrates more easily, resulting in an increasing level of efficiency and

productivity. Global competitiveness and increased knowledge-

sharing have accelerated the importance of communication skills.  It has

been identified by the American Secretary’s Commission on

Achieving Necessary Skills (SCANS) report as one of the essential

competencies necessary to succeed. This proves the indispensable role

played by the communication skills in achieving success.

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According to World Conference on Educational Sciences, the

contemporary society is characterized by an intensive cultural and

professional exchange which is facilitated by the mastering of at least 13

one international language. The capacity to express oneself freely in an

international language both in professional and in everyday contexts is

the first step towards one’s all lifelong personal and professional

development. The increasing importance of interpersonal skills both to

personal well-being and to effectiveness in professional practice is

reflected in the burgeoning research literature on skilled communication

(Psychology Press). According to Intellectual and Policy Foundations,

along with interpersonal and collaborative skills, communication skills

figure prominently among those identified as “21st century”. Specifically,

expressing thoughts clearly, crisply articulating opinions, communicating

coherent instructions, motivating others through powerful speech —

these skills have always been valued in the workplace and in public life.

Verbal communication skills. Verbal communication is considered as

the start of a general communication. It is the most widely spread used

method and is used in day to day life (Oral Communication Research

Paper, Badne A.G.) It is fueled by the facts that people differ in

their social proficiency and that the quality of one’s communicative

performance has significant impact on professional and personal

success and satisfaction (Oxford Research Encyclopedia). Verbal

communication is the act of sharing information between individuals by

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the use of speech. Any interaction that makes use of spoken words is

considered as verbal communication. It is an integral part of the

business world. Oral communication used within an organization

includes personal discussions, staff meetings, telephone discourse,

formal and informal conversations and presentations.

13

Outside of the organization, verbal communication may take the

form of phone calls, face-to-face meetings, speeches, teleconferences,

or video conferences. Business managers having effective verbal

communication skills can communicate more precisely with their

subordinates. Similarly, employees having excellent communication

skills are highly valued and demanded in any organization.

Verbal communication helps us meet various needs through our

ability to express ourselves. In terms of instrumental needs, we use

verbal communication to ask questions that provide us with specific

information. We also use verbal communication to describe things,

people, and ideas. Verbal communication helps us inform, persuade,

and entertain others, which as we will learn later are the three general

purposes of public speaking. It is also through our verbal expressions

that our personal relationships are formed. At its essence, language is

expressive. Verbal expressions help us communicate our observations,

thoughts, feelings, and needs.

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When we express thoughts, we draw conclusions based on what

we have experienced. In the perception process, this is similar to the

interpretation step. We take various observations and evaluate and

interpret them to assign them meaning (a conclusion). Whereas our

observations are based on sensory information (what we saw, what we

read, what we heard), thoughts are connected to our beliefs (what we

think is true/false), attitudes (what we like and dislike), and values (what

we think is right/wrong or good/bad). Jury members are expected to

express thoughts based on reported observations to help reach a

conclusion about someone’s guilt or innocence. A juror might express

the following thought: “The neighbor who saw the car leaving the night

of the crime seemed credible. And the defendant seemed to have a

shady past—I think he’s trying to hide something.” Sometimes people

intentionally or unintentionally express thoughts as if they were feelings.

For example, when people say, “I feel like you’re too strict with your

attendance policy,” they aren’t really expressing a feeling; they are

expressing a judgment about the other person (a thought).

Grammar. To obtain an effective communication skills, an individual

should  pay attention to some factors that must be

considered. Grammar is one of the significant factor of verbal

communication skills. Grammar develops accuracy in communication as

it forms the mind to habits of order and clearness; concurrently with

logic and rhetoric, it accustoms learners to accuracy of language, and

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hence, to accuracy of thinking (Marcel, p. 424). In addition to accuracy,

grammar learning can make the internalization of syntactic system

become easier. Hence, it improves the development of fluency

(Hinkel and Fotos, p. 10).

Vocabulary development plays a vital role in being 15

grammatically competent. It is a process of acquiring new words to

use in daily life, and more specifically, the basis for learning any

language. Vocabulary development focuses on helping students learn

the meaning of new words and concepts in various contexts and across

all academic content areas. Therefore, vocabulary knowledge, including

both oral and written vocabulary, is critically important for a child’s

success in school (Kamil et al, 2011). It makes transition from an

intermediate to a more advanced level of language proficiency.

However, many learners appear to have reached a learning plateau

in relation to vocabulary. This may be seen in the overuse of lower-

level vocabulary and failure to acquire more advanced-level

vocabulary, as well as limited awareness of collocational usage. In

terms of the quantitative dimension of vocabulary learning,

vocabulary development can be thought of as involving acquisition

of a core vocabulary that is common to many different domains,

genres, and text types. In addition, learners build up more

specialized vocabulary related to their own needs and fields of

interests, whether these be academic, occupational, or social.

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According to National Reading Panel of the National Institute of

Child Health and Human Development (NICHD, 2013), vocabulary

knowledge is an essential skill that students need to improve through

reading performance. In fact, there is strong evidence to support

providing vocabulary instruction not only to improve students’ reading

comprehension and writing quality, but also their listening vocabulary

and their speaking vocabulary (Joshi, 2010 and Kame’enui & Bauman,

2012). 16

Articulation. In a general way, articulation is held to be a distinctive

character of our spoken speech, as contrasted both with our own

inarticulate utterances (The American Journal of Philology, Vol. 2 No.

7). It is the act of expressing something in a coherent verbal form, or an

aspect of pronunciation involving the articulatory organs. Being

articulate in communication is assumed to be strongly correlated with

intelligence, good education and a general sign of capability. 

Being articulate – being able to speak easily and clear – is an

essential business skill because it brings clarity to any given situation.

Clarity enables other people to make decisions and apply their

resources to a problem. In the modern organizational context, this is

paramount. Not being articulate, stutters or speak, especially the

first part of a word, with difficulty, or pausing before it or repeating it

several times means that knowledge, experience and problem-solving

can’t be shared or applied, which is the same as not adding value.

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Delivery. Delivery is the act of conveying words (Longman Dictionary,

2011). As cited by Bailey (2012), delivery is an interactive process of

constructing meaning that involves producing and receiving and

processing information. It is often spontaneous, open-ended and

evolving. It means that delivery is one of the productive skill, which is

defined as an ability of language orally. 17

Delivery skills is one of the most important goal in language

learning. It is important because people are stating their thought in their

native language through spoken language. As stated by Celce-Murcia

(2011: 103), for most people, the ability to deliver a language is

synonymous with knowing that language since speech is the most basic

means of human communication. He also mentioned that, mastering

delivery skills in a second or foreign language is not easy. It is because

delivery is an oral language expression which involves other language

elements such as grammar, rhythm, fluency, pronunciation, and

intonation. He also supported that, in order to be able to master delivery

skill, language learner need to be fluent in speaking English language.

Therefore, students are expected to practice both in fluency and

accuracy. Furthermore, Bailey & Savage (2011) said that, delivery is an

activity requiring the integration of many subsystems. All these factors

are combined to make delivery of second or foreign language a

formidable task for language learners yet for many people, delivery is

seen as a central skill.

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Comprehension. A person needs to understand the meaning of critical

words they will be reading to promote comprehension. However,  there

are people with learning disabilities that often struggle with

comprehension because they do not have sufficient vocabulary which is

a prerequisite to their understanding and retention of content-area texts.

Students with learning disabilities may have weak oral language skills

which directly impacts their vocabulary development. A limited

vocabulary hinders a student’s ability to be successful in

comprehending grade level text, participating in classroom discussions,

and doing well on assignments, quizzes and tests. Since there is a

strong relationship between vocabulary knowledge and reading

comprehension, limited vocabulary knowledge can negatively impact

the development of a person’s reading comprehension skills.

These deficiencies often increase over time, making the need for

explicit vocabulary instruction even more pressing for students with

language deficiencies due to learning disabilities or problems with

language acquisition. Vocabulary development and the role it plays in

reading skills acquisition have received much less attention than

decoding and comprehension strategies. According to Kamil et al

(2011), individuals with poor vocabulary have difficulty understanding

written text. Furthermore, students with poor vocabulary knowledge

read less and acquire fewer new words, while students with better

vocabulary knowledge read more and improve their comprehension (the

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Matthew Effect). In order to help them learn word meanings

independently, an explicit instruction on important words from text and

teaching students strategies should be provided through developing

vocabulary (Loftus & Coyne, 2013). This might as well increase both

oral and written vocabulary development of students that will also

enable them to comprehend more complex grade level text. 19

Challenges encountered by the students in attaining articulate

verbal communication. Despite of the increasing importance placed

on communication skills, many individuals continue to struggle with the

inability to communicate their thoughts and ideas effectively in verbal

format. An individual who can’t communicate effectively can’t compete

in the modern world. Poor communication skills make it nearly

impossible to academic accomplishments and career progression. This

is why teaching effective communication skills must serve as the

cornerstone for any program preparing young people for the 21st

century.

According to Brice (2012), it has been established that learners

with communication disorders have serious deficits in their ability to

communicate. Usually a communication disorder occurs in one’s ability

to use language, speech and hearing. Language difficulties are

summarized into spoken language, reading and writing difficulties.

Speech disorders centre on articulation and phonology, fluency

(stuttering), and voice challenges. Hearing difficulties express

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themselves in speech problems as in articulation/voice and language

problems.

Research Literature
20

Generally, communication can be defined as a process of

exchanging information, from the person giving the information through

verbal and non-verbal methods, to the person receiving the information.

The most common method of communication is verbal, using a specific

language where it is a two-way process, with feedback on the message

received. Communication also involves the exchange of ideas, opinions

and information with a specific objective. Apart from oral

communication, information can also be exchanged using symbols or

signage. Communication has also been defined as sharing and giving

meaning occurring at the same time through symbolic interactions

(Seiler & Beall, 2012). Communication has been said to start when a

message or information is transferred from the sender (the speaker,

writer) to the receiver (listener, reader) through an instrument or

channel, and followed by the receiver giving feedback (coding and

interpreting the information; Masri, 2014). Based on these definitions,

elements of communication include the person giving the information,

the information and feedback by the receiver, and the repetition of these

processes creates knowledge development.

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Previous research on communication skills among university

students have been reported by Ihmeideh, Ahmad, & Dababneh (2010)

and Cleland, Foster, & Moffat (2012). They found that a positive

communication environment provides opportunities to students to learn

how to communicate, and thus, have better communication skills.

Therefore, university students need to be given opportunities to

communicate in order to be better prepared for the job market after their

studies. Communication is more effective if the receiver (of the

information) can understand and practice the skills. Further,

communication will be more meaningful if the physical, spiritual and

social factors are taken into account during the communication process.

As a university student who is getting ready to start on their

chosen career, he or she should take the opportunity in any activities

that developed communication skills in a wider and complete aspect so

that communication skills can be fully developed. Students need to put

in effort to develop their communication skills to be able to succeed in

their chosen profession (Ihmeideh et al, 2010). There are many types of

communication skills, but generally it involves oral and written skills.

Helmi (2012) proposes that there are essentially three types of

communication, which are interpersonal communication, management

communication (communication in a group), and public communication

(speech making).
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In addition to this, Gentry et al (2012) stressed out that, effective

vcommunication is identified in some studies as the most important

managerial skill. Accordingly, verbal communication dominates

assurance of learning standards and is frequently cited as one of the

most desired graduate employability skills. In accordance to

this, Gogovi, Gborsong, Yankah, & Essel (2012) agreed that, the study

of communication skills would not only be useful to students by

enhancing their academic performance but would be of immense help in

the job market. This helps in understanding that, a sense of personal

identity is achieved through negotiation with others (Postmes et al,

2010: 226). Studies have shown a clear and positive relationship

between effective interpersonal skills and a range of benefits such as

great happiness in life, resilience to stress and psychosocial problems,

and enhanced academics and professional achievements (Mü Iler,

Peter, Cieza, et al., 2015; Hargie, 2017).

In order to effectively communicate, an individual should regard

some essential aspects, which comprises grammar.  According to Clark

(2010), a proper use of grammar is a sign of respect, both for speakers

and listeners. When a person has excellent grammar skill, that person

will know how to organize and express the ideas in his mind without

difficulty. As a result, that person will be able to speak, read or write a

language in a smooth and skillful way. Thus, Clark (2010) added

that, as the world becomes more technologically inclined, good

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grammar seems to go to the sideway. This, at the same time states

that, the development of social network and technology causes people

to  become grammatically lazier which leads to poor grammatical skill.

23

Another factor is articulation. The term articulation generally

refers to the motor processed involved in the execution of movements

for speech production of sounds (Bauman-Waengler, 2013). It is

important to be able to produce sounds, words and sentences which are

clear and can be easily understood and interpreted by others in order to

be able to express basic needs and wants, right through to being able to

engage in complex conversations. Bloodstein and Bernstein Ratner

(2011) suggested that, there is a rather pronounced tendency of

stutterers to have functional difficulties of articulation, ‘immature’ speech

and the like (p. 226) which leads to misinterpretation of words and

difficulty in understanding.

The process of communication generally involves four elements,

which are the speaker, the receiver, communication channel and

feedback. A few researchers have defined communication as verbal

communication, written communication, non-verbal communication,

listening and giving feedback (Najmuddin, 2010).

At the same time, Idris (2010) proposes that communication as a

non-verbal skill, giving feedback, presenting ideas verbally and in

written form, doing presentations and negotiating to achieve a goal and

 Alitagtag Senior High School
getting support/agreement. In our globalized world, university students

need to master communication skills in different cultural contexts

(Penbek, Yurdakul, & Cerit, 2011). Harlak et al. (2014) proposes that

university students be exposed to activities that can develop their

communication skills starting from their first year at university. Hence,

universities must provide many more activities to develop the students’

communication skills in order to meet the challenges of the globalized

world. Therefore, the aim of this study was to investigate the level of

communication skills (oral, written and social skills) among local

university students.
24

Although the overall communication skills among university

students are good, there are still certain aspects that are not up to the

expectations of potential employers (Misdi et al, 2010). Therefore, skills

under a few sub-constructs that need to be improved. Communication

skills should be cultivated in every course and lecturers must play a

more significant role. Lecturers must give constructive feedback on

students’ presentations and communication skills wherever possible. On

the other hand, students must actively participate in every activity that

develops their communication skills.

Ilmeideh et al. (2010) reported that the attitudes towards

communication skills among university students are high. This means

that it is easier for universities to develop their communication skills

through appropriate activities. Positive environments for communication

 Alitagtag Senior High School
provide opportunities for students to practice their communication skills

and participate in active learning. With this, lecturers should create as

many learning activities as possible to stimulate the provide opportunity

for students to practice and horn their communication skills.

25

Though multifaceted, communication is a fundamental process

for human interaction (Yilmaz, Kumcagiz, Balci-Celik & Eren, 2011;

Lies, 2012). It is the conveyance or exchange of information, ideas,

feelings and attitudes from an entity (sender) to another (receiver) with

specific intentions using verbal approaches (Iksan, Zakaria, Meerah,

Osman, Lian, Mahmud & Krish, 2012; Duta, 2015; Syarief, Genoveva,

2015). Communication is an essential skill required for virtually any

profession (Duta, 2015). The process of communicating within

organizations is called internal communication. It is a complicated

process and consists of top management communication to employees,

vertical communication between a supervisor and a subordinate, and

horizontal communication among employees in the organization

(Furuya, 2012, p. 2).

A significant requirement for the success of any organization is

the effectiveness of its internal communication; however, it has been

more than none underestimated (Constantin & Baias, 2015) with

marginal consideration given to what employees crave to be informed

about (Ruck & Welch, 2012). According to Chen (2008), internal

communication is a management tool that aids in the identification,

 Alitagtag Senior High School
establishment and maintenance of employer-employee relationships; it

is thus critical for organizational survival. Furuya (2012) expressed the

existence of substantial empirical evidences that show a significant

relationship between internal communication and variables such as trust

and organizational commitment; this was also buttressed by Constantin

et al. (2015) who stressed that only an effective internal communication

could aid in building employee commitment and trust in management.

And as would be established in subsequent sections, trust and

commitment within organizations are strongly correlated to personnel

ethical behavior.
26

Communication skills is the foundation of language learning from

which effective speaking, writing, and reading emerged and it is the

bedrock of human language learning (Tortor,

2006). Kementerian Pengajian Tinggi Malaysia (2006) states that,

communication skills are components of generic skills that have been

identified as a focus at universities.

Verbal communication as mentioned by Flor etal (2006), has

been recognized as an interactive, social, and contextualized

communicative skill. Hannawa & Spitzberg (2015) added that,

communication is vital for the health, relationships, and indeed to all the

activities in which individuals engage as functioning humans. This

relates to Levinson (2006) argumentation that the human mind is

specifically adapted to engage in social interaction. Mohanty (2009)

 Alitagtag Senior High School
mentions the importance of organizations that place quite a lot stress on

good communication skills. Ihmeideh, Ahmad, and Dababneh (2010)

supported that, a positive communication environment provides

opportunities to learn how to communicate, and thus, have better

communication skills.Dutt (2008:28) added, that in order to express an

effective verbal communication, a person should understand the

message and give appropriate response.

27

In the globalized world, students needs to master communication

skills in different cultural contexts (Penbek, Yurdakul, & Cerit, 2009).

Ihmeideh et al (2010) stated that, students need to put in effort to

develop their communication skills to be able to succeed in their chosen

profession. As Kumaravadivelu (2006) mentioned, a successful

communication needs a grammatical and linguistic competence.

In order to attain this kind of competence, the use of English as a

Second Language (ESL) or Foreign Language (EFL) in verbal

communication is, without a doubt, one of the most common but highly

complex activities necessary to be considered since we live at a time

where the ability to speak English fluently has become a must,

especially who want to advance in certain fields of human endeavor (Al-

Sibai, 2008, p.3). This indicates that using a language is more important

than just knowing about it because there is no point in knowing a lot

about language if you can’t use it (Scrivener, 2006, p.146).

 Alitagtag Senior High School 28

Oral language acquisition is a natural process for children. It

occurs almost without effort. The ability to speak grows with age, but it

does not mean that such growth will automatically lead to perfection. To

speak in more effective ways requires particular attention and constant

practice. Speaking fluency appears to develop with increased exposure

to second language (L2) input (Al-Sibai, 2008). Input refers to the

language data which the learner is exposed to (Zhang, 2009). Although

it is widely recognised that input is very essential for language

acquisition, it is not sufficient if not followed by interaction and output

(the language a learner produces) because the processing of

comprehension is different from the processing of production, and the

ability to understand the meaning conveyed by sentences differs from

the ability to use a linguistic system to express meaning. When input is

negotiated and learners produce output in interaction, they selectively

take in portions of comprehensible input and choose a correct linguistic

form to express themselves. This process makes it possible for the

learners to internalise what they have learned and experienced (Zhang,

2009).
29

For language learning to take place, there are four conditions that

should exist. They are the exposures, opportunities to use the

language, motivation, and instruction. Learners need chances to say

what they think or feel and to experiment in a supportive atmosphere

using language they have heard or seen without feeling threatened

 Alitagtag Senior High School
(Willis, 2006, p.7). A fact that is highlighted by second language

research is that progress does not occur when people make a

conscious effort to learn. Progress occurs as a result of spontaneous,

subconscious mechanisms, which are activated when learners are

involved in communication with the second language. The

subconscious element demands a new range of activities, where

learners are focused not on the language itself but on the

communication of meaning. It was also argued that, in a communicative

task, the students’ attention should be focused on the content of what

they are saying, rather than the form. They should use a wide variety of

language. According to Ellis (2008), this can be done by involving

learners in performing two types of communicative tasks: focused

communicative tasks and unfocused communicative tasks. Both of

these tasks seek to engage learners in using language pragmatically

rather than displaying language. They seek to develop language

proficiency through communication where learners can integrate

separate structures into a creative system for expressing meaning.

However, the National Knowledge Commission (NKC,

2007) stressed out that, English has been part of the educational

system for more than a century, yet, English is beyond the reach of

most people, which make for highly unequal access. According

to Acquah (2006) and Tortor (2006), students hardly practice English

language by speaking. Coinciding with the statement, Howarth (2006)

 Alitagtag Senior High School
indicated that, when asked what is the biggest problem that learners

face when speaking, they generally admit that they have a great

difficulty in trying to express what they want to say as they cannot think

of the words that they need to use to do so.

30

Speaking difficulties to EFL Learners, Zhang (2010) argued that,

speaking remains the most difficult skill to master for the majority of

English learners, and they are still incompetent in communicating orally

in English. According to Ur (2012), there are many factors that cause

difficulty in speaking: 1. Inhibition. Students are worried about making

mistakes, fearful of criticism, or simply shy. 2. Nothing to say. Students

have no motive to express themselves. 3. Low or uneven participation.

Only one participant can talk at a time because of large classes and the

tendency of some learners to dominate, while others speak very little or

not at all. 4. Mother-tongue use. Learners who share the same mother

tongue tend to use it because it is easier and because learners feel less

exposed if they are speaking their mother tongue.

31

In addition, Rababa’ah (2010) pointed out that, there are many

factors that cause difficulties in speaking English among EFL learners.

Some of these factors are related to the learners themselves, the

teaching strategies, the curriculum, and the environment. For example,

many learners lack the necessary vocabulary to get their meaning

across, and consequently, they cannot keep the interaction going.

Inadequate strategic competence and communication competence can

 Alitagtag Senior High School
be another reason as well for not being able to keep the interaction

going. Some learners also lack the motivation to speak English. They

do not see a real need to learn or speak English. Actually, motivation is

the crucial force which determines whether a learner embarks in a task

at all, how much energy he devotes to it, and how long he preserves.

The development of communicative skills can only take place if learners

have the motivation and opportunity to express their own identity and

relate with the people around them. Teaching strategies also contribute

to this problem as they are inadequate, and they do not put emphasis

on speaking, which results in a meagre development of this skill.

Besides, vocabulary items are taught in isolation, and listening materials

are not used by the majority of school teachers because of the large

number of teachers compared with the number of cassettes available.

Teacher-training programs were found to be not very successful in

changing the teachers’ methodology (Rababa’ah, 2010). Furthermore,

all the other subjects and English is seen as an academic subject only,

which means exposure to the English language is insufficient. The lack

of a target language environment can be considered another problem,

which of course results in a lack of involvement in real-life situations.

Not allowing learners to participate in discourse can be another reason

for speaking difficulties. Children need both to participate in discourse

and to build up knowledge and skills for participation‖ in order to learn

discourse skills. Furthermore, language is best learned when the

 Alitagtag Senior High School
learners’ attention is focused on understanding, saying and doing

something with language, and not when their attention is focused

explicitly on linguistic features. Littlewoods (2012) argued that some

teachers use L1 for class management. Nevertheless, this can be

another factor that contributes to the problem of speaking difficulties.

This is because using L1 means sacrificing valuable opportunities for

well-motivated foreign use. In addition, it tends to devalue the foreign

language as a vehicle for communication. Learners see it as allocated

to communicatively nonessential domains such as drills or dialogue

practice, while the mother tongue remains the appropriate medium for

discussing matters of immediate importance. Another main reason for

other teachers to use L1 is vocabulary and grammar. Although their

attitudes are of disagreement with L1, this is not reflected in their

practice (Al-Busaidi, 2011).

 Alitagtag Senior High School 32

Synthesis

The study of Tortor and Kementerian Pengajian Tinggi Malaysia

is similar in this study in terms of having the perspective that

communication skills are components of generic skills that have been

identified as a focus at universities.

The study of Flor et al, Hannawa & Spitzberg, Levinson,

Mohanty, Ihmeideh, Ahmad, & Dababneh, and Dutt have similarity in

this study in terms of believing that verbal communication skills is a

necessary skill in this globalized world.

The study of Penbek, Yurdakul, & Cerit, Ihmeideh et al,

Kumaravadivelu, National Knowledge Commission, Acquah, Tortor,

and Howarth are similar in this study which states that having positive

perspective towards English language helps a lot in fast learning of the

students.

The study of Gentry et al, Gogovi, Gborsong, Yankah, and Essel,

Postmes et al, Mü Iler, Peter, Cieza et al, and Hargie have similarity in

this study in terms of agreeing that communication skills would not only

be useful to students by enhancing their academic performance but

would be of immense help in the job market.

The study of Clark, Bauman-Waengler, and Bloodstein and

Bernstein Ratner are similar in this study in terms of believing that a

proper use of grammar is a sign of respect.

 Alitagtag Senior High School

CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter provides a brief description of the method of

research, the subjects of the study, the data gathering instrument, the

data gathering procedure, and the qualitative ways to be employed for

the analysis of data.

Research Design

This study is a qualitative research specifically a

phenomenological study. This was done through an interview and

Focus Group Discussion (FGD) to come up with a plan of action to

enhance the verbal communication skills of Grade 11 Accountancy,

Business and Management (ABM) students in Alitagtag Senior High

School (ASHS).
34

According to Arora & Stoner (2009), using a qualitative research

methodology is to collect information and get more detailed picture of

issues, cases, or events. Just like all scientific research, qualitative

research is a method that seeks answers to questions and involves the

collection of evidence. In order to achieve qualitative research, many

researchers rely on qualitative research software for analyzing interview

and focus group transcripts (Besley & Roberts, 2010), news coverage
 Alitagtag Senior High School
(Entman, 2010), social media content (Cogburn & Espinoza-Vasquez,

2011), discourses (Pollach, 2012), and many other types of qualitative

data.

L. Finlay (2009) stated that, a phenomenological research

characteristically starts with concrete descriptions of lived situations,

often first-person accounts, set down in everyday language and

avoiding abstract intellectual generalizations. The researcher proceeds

by reflectively analyzing these descriptions, perhaps ideographically

first, then by offering a synthesized account, for example, identifying

general themes about the essence of the phenomenon. Importantly, the

phenomenological researcher aims to go beyond surface expressions

or explicit meanings to read between the lines so as to access implicit

dimensions and intuitions.

As stated by Kiefer (2016), unstructured data such as texts,

speech, videos and pictures do not come with a data model that

enables a computer to use them directly.

Subjects of the Study

The participants of this study were 10 Grade 11 Accountancy,

Business and Management (ABM) students in Alitagtag Senior High

School.
35

Since focus groups are discussions among people with similar

characteristics, it is important to ensure that the participants have

 Alitagtag Senior High School
something in common. Therefore, the participants of this study were

Grade 11 ABM students who shared the same background or

experiences regarding verbal communication skills.

Data Gathering Instrument and Procedures

To gather the needed information, the researchers conducted an

interview to some Grade 11 ABM students of Alitagtag Senior High

School and referred to the equivalent rubrics afterwards to assess the

level of verbal communication skills. Prior with the interview, the

researchers sought permission from the top management on the

purpose of the study. They further explained that the responses of the

participants will be treated with utmost confidentiality. After granting the

request, they sent an appointment to each Grade 11 students in their

most favorable and convenient time in a sense that their duties in

school as students were not compromised. They also explained that the

interview session will be recorded to easily transcribe the information

needed in the study. The questions in the interview were in English

language so that the researchers will be able to assess the level of

verbal communication skills of the participants. The recorded interview

was translated verbatim.

Focus Group Discussion. This was done to verify the

responses obtained from the interview. The challenges encountered in

this research were further discussed in FGD.

 Alitagtag Senior High School
Agenda. This was prepared to have an organize focus group

discussion.

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of data

Regarding verbal communication skills.
1. Level of Verbal Communication Skills of Grade 11 ABM

Students in Alitagtag Senior High School

The level of verbal communication skills of Grade 11 ABM

students in Alitagtag Senior High School is assessed by this study in

terms of students’ competency in grammar, articulation, delivery, and

comprehension. In the interview, the participants were asked how fluent

are they in speaking English language. The participants said that, “We

are not that fluent in speaking English language because we prefer to

use native language most of the time which makes it hard for us to use

English language”.

1.1 Grammar

When the participants were asked if they have any troubles in

constructing statements in English, they stated that, “Having limited

vocabulary is one of the factors why we have troubles constructing

statements in English because having limited vocabulary also limits our

 Alitagtag Senior High School
capability to communicate using English language. Therefore, we are

being in hesitant to socialize with others.”

37
1.2 Articulation

During the interview, the participants were asked if they stutter or

make “uhm” type of sound when speaking. They claimed that, “One of

the reasons why we stutter is due to our limited vocabulary as well.

Since we have limited vocabulary, we stutter or take a pause to think of

the appropriate English term to use.”

1.3 Delivery

When the participants were asked if there are any factors that

affects way they deliver English statements. They mentioned that, “One

of the factors that affects the way we deliver English statements is the

lack of confidence. Since we have limited vocabulary which results to

being inarticulate, we also tend to lack the confidence to deliver English

statements because we are afraid to get criticized or humiliated.”

1.4 Comprehension

During the interview, the participants were asked if do they

interpret

the statements the way it should be interpreted. The participants

stressed out that, “One of the reasons why we misinterpret some

English statements is due to unfamiliar words. Since we have limited

 Alitagtag Senior High School
vocabulary, some English words are unfamiliar to us which leads to

misconceptualization of the ideas.”

2. “Difficult terms”. The participants pointed out that they

somehow
38
understand the class discussions having English language as the media

of instruction however, they are not that active when it comes to class

recitations because catching up with the difficult terms took them so

long to construct the idea that they wanted to share in the class.

3. “Poor English language skills”. The participants believed that

they are not that competent in using English language in communicating

due to their preference to use and speak their native language.

According to them, they are able to understand simple English

statements however, when there are unfamiliar words to them, they no

longer get the idea of the statement. They also insisted that they are

able to construct English sentences however, they are not sure if the

grammar is correct.

These data gathered are in conformity with Ur (2012) study

stating that, there are many factors that cause difficulty in speaking: 1.

Inhibition. Students are worried about making mistakes, fearful of

criticism, or simply shy. 2. Nothing to say. Students have no motive to

express themselves. 3. Low or uneven participation. Only one

participant can talk at a time because of large classes and the tendency

of some learners to dominate, while others speak very little or not at all.
 Alitagtag Senior High School
4. Mother-tongue use. Learners who share the same mother tongue

tend to use it because it is easier and because learners feel less

exposed if they are speaking their mother tongue.

2. Barriers Encountered by the Students in Attaining an

Articulate Verbal Communication

1. “Not used to speaking English language”. The participants

39
stated that one of the factors why they are having a hard time using

English language is because they are not used to it. They stressed out

that, although they have English subject since primary school, they only

use it inside the class and use their native language outside when

communicating.

2. “English deficient”. The participants claimed that one of the

biggest problems they have encountered in communicating using

English language is being English deficient. They pointed out that,

being English deficient itself is a hindrance to academic

accomplishments and career progression.

These are all in accordance to Arner (2012) study claiming that,

the main difficulty in learning a foreign language is being gradually

exposed to the native language such that the brain is unable to absorb

new sounds, rhythms, and tones to fit them into a new way of referring

to ideas.

3. Plan of Action
 Alitagtag Senior High School
A plan of action is a detailed plan outlining actions needed to

reach

one or more goals.

This plan of action comprises the proposal projects to enhance

the verbal communication skills of Grade 11 ABM students in Alitagtag

Senior High School S.Y. 2019-2020.

Based on the data gathered, the best way to enhance the verbal
40
communication skills of the students is to have activities and programs

that will not only address their lack of skills but will also entertain them.

This is in agreement with Loffus & Coyne (2013) study stating that,

students tend to learn faster when they are having fun with what they’re

doing.
 Alitagtag Senior High School 41

PROPOSED PLAN OF ACTIVITIES for Academic Year 2019-2020

Project Objective Strategy Time Persons Success

Title Involved Indicator
frame
Orie To increase Students Once Students Increased
the will be a year knowledge
ntati Teachers
awareness recalling the
of the basics of School
on
students verbal head
regarding communicat
verbal ion skills
communicati and will be
on skills oriented
specifically additional
English knowledge
language and its
importance
“One Term To develop Students Every Students Vocabulary
a Day, and will be day develop-
Teachers
Vocabulary increase the defining one ment
to Gain” vocabulary term in School
of the class head
students
Comprehen To assess Students Every Students Improved
-sion the will be week comprehen-
Teachers
Assess- comprehen- reading sion skills
ment sion skills of English School
Through the students literatures head
Reading and take
Program comprehen
sion
assessment
s afterwards
Communi- To Training for Every Students Posit
cation Skills capacitate students to quar- ive
Teachers perc
Training students apply their ter
eptio
with skills to learnings
n
 Alitagtag Senior High School 42

be proficient School towa

in verbal head rds
communicati Engli
sh
on skills
lang
specifically uage
English
language
 Alitagtag Senior High School

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and

recommendations of the study.

Summary

This study assessed the enhancing of verbal communication

skills

of Grade 11 ABM Students in Alitagtag Senior High School. Specifically,

this study sought answers to the following questions.

1. What is the level of verbal communication skills of Grade 11 ABM

students in terms of:

1.1 Grammar

1.2 Articulation

1.3 Delivery

1.4 Comprehension

2. What are the barriers encountered by the students in attaining an

articulate verbal communication?

3. What plan of action may be proposed to enhance verbal

communication skills?

Findings

From the data obtained from the study, the following findings

were revealed:
 Alitagtag Senior High School
44
1. Level of Verbal Communication Skills of Grade 11 ABM

Students in Alitagtag Senior High School

Majority of the participants are not that proficient in verbal

Communication skills specifically in using English language because of

some factors like their use of native language, limited vocabulary,

thinking of the appropriate English term to use, lack of confidence,

unfamiliar words, difficult terms, and poor English language skills itself.

According to them, these aspects limits their capability in

communicating using English language.

2. Barriers Encountered by the Students in Attaining an

Articulate Verbal Communication

Most of the participants encountered different barriers as they

communicate using English language. Since majority of them are not

used in speaking English language, they are having a hard time using it.

This factor itself resulted to being English deficient.

Plan of Action

Based on the data gathered, the best way to enhance the verbal

communication skills is to have activities and programs that will not only

address their lack of skills but will also entertain them.

Conclusions

Based from the findings of the study, the following conclusions

were drawn:
 Alitagtag Senior High School
45

1.Majority of the participants in Alitagtag Senior High School are

having a hard time in verbal communication skills specifically in using

English language because of some factors like their use of native

language, limited vocabulary, thinking of the appropriate English term to

use, lack of confidence, unfamiliar words, difficult terms, and poor

English language skills.

2.Students encountered barriers in attaining an articulate verbal

communication. This includes being not used to using English language

which lead to English deficiency.

3. Having programs and activities that will not only allow the students to

learn but to have fun as well are the best strategies to enhance the

verbal communication skills of the students since research has shown

that students tend to learn faster when they enjoy what they’re doing.

Recommendations

From the findings and conclusions of the study, the following

recommendations were offered:

1. Lecturers should encourage their students to perceive English

language as an easy language to learn.

2. Lecturers should encourage their students to consult when in

difficulty.
 Alitagtag Senior High School 46

3. Students should put more efforts to improve their communication

competence because besides performing well in academics, it will go a

long way to help them.

 Alitagtag Senior High School 47

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 Alitagtag Senior High School

APPENDICES

Interview Protocol

Interviewee: _______________________ Date: __________

Interviewer: _______________________

Pre-interview Checklist

 Introduction of self and study

 Review of informed consent

 Remind the participants that the interview will be recorded

 Ask for any questions and clarifications

Interview Questions

Part I. Assessing the Level of Verbal Communication Skills of

Grade 11 ABM Students

1. How fluent are you in speaking English language?

1.1 Do you have trouble/s in constructing statements in

English? If there is/are, state some.

 Alitagtag Senior High School
1.2 Do you stutter or make “uhm” type of sound when

speaking? If yes, what could be the reason/s?

1.3 Are there any factors that affects the way you deliver

English statements? If there is/are, stress out some.

1.4 Do you interpret the statements the way it should be

interpreted? If no, what could be the reason/s?

Score Description
E Competent in all aspects (Grammar, Articulation, Delivery,

Comprehension)
VG Incompetent in one aspect (Grammar, Articulation, Delivery,

Comprehension)
G Incompetent in two aspects (Grammar, Articulation, Delivery,

Comprehension)
B Incompetent in three aspects (Grammar, Articulation,

Delivery, Comprehension)
VB Incompetent in all aspects (Grammar, Articulation, Delivery,

Comprehension)

2. Do you understand class discussions and participate in class

recitations having English language as the media of instruction?

3. How competent are you in using English language?

Part II. Barriers Encountered by the Students in Attaining an

Articulate Verbal Communication

 Alitagtag Senior High School
1. Are you having a hard time using English language? If yes, why?

2. Do you encounter problem/s in communicating using English

language? If yes, state some.

Part III. Recommendations

1. What do you think are the possible practice/s you should do to

enhance your verbal communication skills?

Post-interview Checklist

 Thank the participants and give token of appreciation

 Stop the recording

 Remind the participants of the study that they can have a copy of

the transcript if they wish to

 Ask for any questions and remind them that you will be in touched

for follow-up interviews

 Thanks again

CURRICULUM VITAE

Name: Eunice F. Paulo

Age: 17
Alitagtag Senior High School