English Area

Enhancing the Oral Communication Proficiency of the JHS of SCSJ Through Creative Speaking Opportunities

Proponents: Tizon, Jhonnel A., Quilang, Elena M., Aban, Christian M., Sartorio, Valentina, Abat, Mikaela, Falsario, Raquel

Abstract

Oral communication proficiency is crucial for the academic and career success of learners, but it is hampered by many students because of the fear of error and lack of practice. This action research was undertaken to improve junior high school students' oral communication skills at Siena College of San Jose, Inc. by applying creative speaking activities—storytelling, listening activities, and active conversations. This research was also anchored on the five dimensions of oral language (phonology, vocabulary, grammar, discourse, and pragmatics). The research applied a quasi-experimental one-group pretest-posttest design and purposively selected low-performing students in English. Data were collected using pre- and post-tests. Descriptive and inferential statistics, such as paired t-tests and effect size (Cohen's d), were applied to assess the intervention's effect. The findings uncover substantial improvement in students' oral communication in various areas and yield information on successful, learner-focused methods for language acquisition. In addition, the researchers proposed an institutionalized English proficiency program that enables pedagogic innovations specifically responsive to differing learning styles in communicative English education.

Keywords: Oral Communication; Creative Speaking Opportunities; Storytelling; Active Conversations; Listening Activity