SOUTH EAST-ASIA INSTITUTE TRADE AND TECHNOLOGY
Crownlink Center 1 Fairview, 1100 Quezon City, Philippines
IMPROVING SPEAKING SKILLS THROUGH SIMULATION AS
THE COMMUNICATIVE ACTIVITIES TO THE
GAS STUDENTS IN SEA-ITT, 2019-2020
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A Research
Presented to the Faculty of
Senior High School Department of
South East-Asia Institute of Trade and Technology
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In Partial Fulfillment
of Requirement for the
Inquiries, Investigations, and Immersion
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Researchers:
CAJES, PRINCESS THAMARRAH L.
FLOR,SON LOUIS V.
LARA, DIANNE JHECELYN T.
MIARAL, VINCE P.
RAMIREZ, SHELLA MAE B.
VIRAY, MICHELLE ANDREA L.
Ms. Lyra Almeria
III TEACHER
SY. 2019-2020
CHAPTER 1
Problem and Its Background
The chapter one includes the Introduction, Background of the Study, Statement
of the Problem, Significance of the Study, Scope and Delimitation and Definition of
Terms.
INTRODUCTION
Speak comes from the Old English specan, variant of sprecan which means "to
speak, utter words; make a speech; hold discourse (with others)".Speaking is the skill
that makes human beings different from and superior to the species of living beings.
Speaking is a complex cognitive and linguistic skill. A child learns to speak
through interaction with the people around him/her in their native language.Speaking
is a verbal skill that involves words and sounds. The more we are listening we are
enabling ourselves to speak.Without listening, speaking is not possible and the
relationship between these two skills is corresponding.
As we notice, most of the deaf people cannot speak because they also cannot hear
sounds they can only communicate through the use of sign languages wherein still
there is communication but with the use of their eyes and gestures alone which only
prove that speaking and listening is correlated.
BACKGROUND OF THE STUDY
Speaking is vital to human it is one of the skill that should be mastered aside from
reading, writing, and listening. Nowadays, your speaking skill best determine how
knowledgeable and credible you are enough to the society such as news casters, TV
hosts and anchors we believe them because we all know that they are good enough
when it comes to delivering information.The function of speaking skill are to express
an idea, someone feeling, thought, and it express spontaneously by orally. Speaking is
one of the language art of talk as communication interaction with someone, and it is
very difficult to master it. Speaking skill is have a closely relationship with listening
skill, in speaking act, the students must be listening and then speak up, because
speaking is not only remembering and memorizing the sentences in written but
speaking is spontaneous to show the students idea by orally.
According to Chaney (1998:3), “speaking is the process of building and sharing
meaning through the use of verbal and non verbal symbols in a variety of contexts.
Speaking is a crucial part of second language learning and teaching.” It means
students should be able to communicate with the others to get or to share information
and/or to express what they feel.
The ultimate goal of speaking as a communicative skill is to master it despite its
difficulty because the more we enhance our speaking skills the more we can share
information to others and we can also express what we feel.
In SMP Negeri 2 Gatak, where the research was taken, the students are faced
some problems in learning English speaking skill. The common problems faced by
students are difficulty to pronounce words, the students consider that learning English
is very difficult, they often speak their Javanese language, they easily bored and lazy
to learn, they also had difficult in understanding the material given by the teacher,
they have less confidence and often be shy and just keep silent during the teaching
learning process, because students are not familiar with English and it is totally
different from Indonesian.
Another difficulty is that the students are lack of English vocabulary because they
are passive users of English. They only use English in English class. It is also very
often that in the English class they do not use English as the main language. Moreover,
they are unwilling to open their dictionary. They prefer asking to their teacher or
friends to finding the words in dictionary.
In fact, the teacher has ordered them to bring it. Therefore, the teacher should to
have an appropriate technique in teaching speaking skill in 3 order to make students
more active in learning English speaking skill. One of the suitable technique is
numbered Heads. Numbered Heads is a cooperative learning technique that promotes
students to better learning English, improves student’s motivation, increase enjoyment
and English material more easy to understand because students will be given many
questions related to the material by the teacher. Besides that, this technique focuses on
team-works that can build students ability to communicate and share their idea or ask
questions to the teacher.
STATEMENT OF THE PROBLEM
The purpose of this study is to examine the improvement of the speaking skills of
General Academic Strand (GAS) students.
Specifically, this research aims to answer the following questions:
1.Demographic Profile of the Respondents
A.Name(Optional)
B.Age
C.Gender
D.Grade/Section
2. What are the tasks that students use in developing their speaking skill?
3.What are the influential factors that related to the students' weakness level at in
speaking skill?
4.What is the extent of the speaking skills of GAS SHS students?
5.How can students overcome the weakness in speaking skill?
SCOPE AND DELIMITATION
This study will focus on Improving Speaking Skills through Simulation as the
Communicative Activities to the General Academic Strand Students in South East
Asia Institute of Trade and Technology, 2019-2020.
This study will include Grade11 and 12 GAS Morning and Afternoon shift as
respondents. The study delimits the non-GAS students of South East-Asia Institute of
Trade and Technology.
This paper will only reflect acquired results coming from the survey to be
conducted by the researchers using stratified sampling technique. Further actions such
as giving a solution will be done by another research, and is not part of this study.
SIGNIFICANCE OF THE STUDY
Different person has different speaking skills and different ways on how they are
using their verbal and non-verbal communication skills. This study will focus on
Improving Speaking Skills through Simulation as the Communicative Activities to the
General Academic Strand Students(GAS) in South East Asia Institute of Trade and
Technology(SEA-ITT), 2019-2020.
When the study is finished , the results may give benefits to the following:
STUDENTS. Students can accumulate information on this study that can be used for
them as a reference to much improve their speaking skills when having activities that
involves much with communication and to conquer their fears as well.
SCHOOL. The school will be using this study as a basis for measuring their learners
capacity and competencies towards subject areas that much required more of using
speaking skills and can be also trained to be a delegate of interschool’s competition
such as Extemporaneous Speech and Impromptu.
TEACHERS. The teachers can accumulate information on this study so that they
can accommodate their students who have speaking fright and help them towards
improving it step by step.
FUTURE RESEARCHER/S. Future Researcher/s will use the outcome of this study
which is beneficial. This study may be one of the bases of the new theory in learning
that will arise.
FOR THE COMMUNITY. Community can accumulate information on this study
that can be used as their reference to determine whether the community students
speaking skills is poor or not so they can immediately put an action to produce better
learners.
HYPOTHESIS
As stated by McLed (2018) Hypothesis is a precise, testable statement of what the
researchers predict will be the outcome of the study. This usually involves proposing
a possible relationship between two variables: the Independent and the Dependent
Variables.
Hypothesis is a proposition, condition or principle which is assumed, perhaps
without belief, in order to draw its logical consequences and by this method to test its
accord with facts which are known or maybe determined ( Webster’s New
International Dictionary of English)
The null and alternative hypothesis for this study is as follows:
NULL HYPOTHESIS:
The speaking skills of the General Academic Strand (GAS) students do not improve.
ALTERNATIVE HYPOTHESIS:
The speaking skills of the General Academic Strand (GAS) students improved.
DEFINITION OF TERMS
In order for the readers to have an easy and better understanding, the researchers
define the following terminologies:
CONTEXT-the parts of something written or spoken that immediately precede and
follow a word or passage and clarify its meaning.
DESPITE-without being affected by.
SPONTANEOUS-performed or occurring as a result of a sudden inner impulse or
inclination and without premeditation or external stimulus.
SUITABLE- way that fits, best
VITAL- essential/ important
CHAPTER II
Review of Related Literature and Studies
This chapter includes the review of Related Literature and Studies which the
researchers have perused to shed light on the topic under the study .
FOREIGN LITERATURE
Humans are social being who are in continuous communication and interaction
with each other For the reason, it is important to poster situations in which learners
can face real communication in a foreign language.An argument that supports this
view is found in Bygate (1987:1), who states that our learners often need to be able to
speak with confidence in order to carry out many of their most basic transactors It is
the skill by which they are most frequently judged , and through which they make or
have friends.
Interaction is the basis of human communication and all elements of
communicate and interactive competence ( grammar , discourse , sociolingustics ,
pragmatics ) are involved in human interaction “ In interaction students can use of
they possesses of the language , all they have learned or casually absorbed in real
life exchange” ( Rivers , cited in Brown 1994 , p. 159) This quotes addresses the
importance of real interaction which gives , the learners the opportunity to
demonstrate what they can do in the foreign language .
Nunan ( 1991:279) Says that tasked based learning views the learning process as
a set of communication tasks that the directly linked to the curricular goals they
serve.Tasked based teaching involved an approach where communicative tasks are
important because student need to engage in interaction inside and outside the
classrooms. The new change the approach or designing tasks to be developed in the
classroom. It means teachers ans student must be engaged in task when involved
meaningful context when learners use the foreign language in a real form not only for
a grade but for their daily life.
On the other hand , its important to create a positive environment to encourage
the learners interaction. As such they can enhance their speaking skills , they can
express their ideas , feelings , opinions without feeling afraid of making mistakes
Wills (1996) states that creating a communication or interaction learners have the
chance to acquire discourse skills. Willis also highlights the essential conditions for
effective language learning such as exposure, use, and motivation .
Speech is the prime means of communication and the structure of the society
itself would be substantially different it we had failed to develop oral
communication skills or speaking skills task – based teaching or communicate
activities are suggested.
FOREIGN STUDIES
Language is a formal system of signs governed by grammatical rules of
combination to communicate meaning. This definition stresses the fact that human
languages can be described as closed structural systems consisting of rules that relate
particular signs to particular meanings (Bloomfield, 1914).
Language is basically speech. Its written form developed later on. It is universal
among human beings who use it for carrying out various activities of life. It is such a
common phenomenon that we always take it for granted. We never bother to think
about it: we never try to into the depth of the meaning of this word. Definition of
language is not difficult to find. Almost all well-known linguists have tried to define
language in their own way.
John Lyon (2002), in his famous book "Language and Linguistics" has discussed
five famous definitions of Language i.
According to E.Sapir (1921): “Language is u purely human and non-instinctive
method of communicating ideas, emotions unit desires by means of voluntarily
produced symbols”. ii.
B. Bloch and G.L. Trager (1942) write: “A language is a system of arbitrary vocal
symbols by means of which a social group co-operates”. iii. R.A. Hall (1968) tells us
that language is “the institution whereby humans communicate and interact with each
other by means of habitually used oral-auditory arbitrary symbols".
iv. R.H. Robins (1979) does not give a formal definition of language but points
out certain facts related to language, saying that “languages are symbol systems,
almost wholly based on pure or arbitrary conventions". v. According to N. Chomsky
(1969) a language is “a set of sentences, each finite in length and constructed out of a
finite set of elements”.
Most of them have taken the view that languages are systems of symbols
designed for the purpose of communication. So an operational definition of language
may by: “Language is a system of arbitrary symbols for human beings’
communication in speech and writing, that is used by the people of a particular
community”.
In this definition, the various components of language, or certain words need
explanation: System: Written words or spoken sounds arranged in a particular order.
LOCAL LITERATURE
Brown (2007) stated that listening is not a one-way street; it is not merely the
processes of a unidirectional receiving of audible symbols. He continued that one
facet-the first step-of listening comprehension is the psychomotor process of receiving
sound waves through the ear and transmitting nerve impulses to the brain.
Moreover, Tyagi (2013, p. 1) as cited by Afriani (2017) expressed that listening
skill is a key to receiving messages effectively. Likewise, according to Nuttal (2000:2)
in Novianto (2012), reading means a result of interaction between the writer's mind
and the reader's mind. He said that it is the way how the reader tries to get the
message or the intended meaning from the writer.
He continued saying that reading consists of two related processes: word
recognition and comprehension. Moreover, Grabe & Stoller (2001) as cited by Wu
(2008) emphatically said that of the four skills, reading can be regarded as especially
important because it is assumed to be the central means for learning new information;
however, the process is complex.
According to Sellers (2000) as cited by Wu (2008) the reading process is
cognitively demanding because learners need to coordinate attention, perception,
memory, and comprehension.
In short, these receptive skills of listening and reading are really important for
students to be equipped with as both are basic means of decoding and learning new
information. However, it does not necessarily happen in reality.
LOCAL STUDIES
There have been no local studies conducted on students’ listening skill, but there
were a few conducted in the tertiary level on reading. One of these was conducted by
Sicat (1992) which revealed that college students in a public university in Southern
Philippines obtained low scores in the reading comprehension test.
Another studies by Malbago (1995) and Olaer 107 (1998) showed that college
students obtained low rating in the inferential/interpretative level of reading skill. This
low reading proficiency level could be improved by working on some possible
correlates.
In this study, learning styles are classified as left brain dominant (deductive
learners) versus right brain dominant (inductive learners) which (Brown, 2000)
posited to be a possible correlate.
Munsakorn (2012, p.234) as cited by Afriani (2017) said that each student will
use a different style of learning to gain the most benefit from a course in English for
the workplace. The success of each student comes from the ability to provide a variety
of learning styles. Moreover, Vaishnav & Chirayu (2013); Gokalp (2013) and Abidin,
Rezaee, Abdullah & Sigh (2011) revealed that there was a significant relationship
between learning styles and academic performance.
SYNTHESIS OF RELATED LITERATURE AND STUDIES
In order for the students to help improve their speaking skills, a cybernetic
feedback theory suggested by Nagoya University of Commerce Bulletin, v30
p697-725 Nov 1985 would help.
Cybernetic feedback theory sees the individual as a self-organizing feedback
control system that generates its own activity to control its own perceptions. Applying
the principle of feedback to language use, it appears that speaking as an overt public
behavior is controlled by an internally private listening capacity.
With that listening capacity, the transfer to speaking is greatly enhanced, though
not automatic, and without the listening capacity, spontaneous speech, internally
generated, does not occur.
Previous approaches had had the language teacher push the student toward speech,
with the teacher in control of the environment that controls the student's behavior. The
cybernetic approach has the internal language structure pulling out the performance
(speech) based on built-in expectations within the language structure learned through
listening guidance.
The student does this when he feels ready. He is in control of his own behavior.
The teacher does not correct speech errors directly but notes them for further training
in careful listening. In this approach, the teacher's task is to enhance the student's
perceptual capacity. This technique could revolutionize foreign language teaching.
CONCEPTUAL FRAMEWORK
CHAPTER 3
Research Design
This chapter the research design population and sampling techniques, Instruments
of the Study .Data Gather Procedures and Statistical Treatment of Data.
RESEARCH DESIGN
Longitudinal survey method is the Quasi-Experimental design employed in this
study. This design was selected because the study aims to examine the improvements
of speaking skill of the General Academic Strand (GAS) students through simulation
as their communicative activities over a period of time. Therefore, the independent
variable is the improvement of speaking skill and the dependent variable is the GAS
students.
POPULATION AND SAMPLING TECHNIQUES
A stratified sampling was used in this study by using stratified sampling
technique for the selection of representatives. The total number of General
Academic Strand (GAS) students from grade 11 and 12 students to get the
proportionate sampling .
The researchers created a total sample by selecting the appropriate proportion of
the participants form each year level. It is important that the total number of samples
is determined by first using the Slovin’s Formula.
INSTRUMENT OF THE STUDY
The instrument used was researchers made questionnaire to gather the needed
data for the student profile composed of the five questions for the qualitative section
and question for the quantitative section.
The instrument is authorized to obtain valid responses of the students. In the end
it encouraged open response to sensitive issues at none. In addition the instrument was
validated by few consultant and before it laid on to the study.
DATA GATHERING PRODURE
In gathering the data, we first presented our survey letter to the teacher for us to
have a permission granted, allowing us to conduct a survey during their time. Next,we
introduced ourselves and started a short briefing with regards to our topic and
discussed the process/ way of answering our survey sheets.After that, we facilitated to
disseminate our survey questionnaires to our respondents, and lastly, retrieval of
survey sheets were done.
STATISTICAL TREATMENT OF DATA
The researchers accumulated the data in answering the problem of the study. All
the data were based on the response of the respondents through the use of survey
questionnaires. The data assessed and tabulated using the Percentage formula and the
Slovin’s formula.
Percentage Formula
P=f/n
Where:
P=Percentage
f=Frequency
n= Number of Respondents
Slovin’s Formula
n=N/(1+Ne2)
Where:
n= Sample size
N= Number of Population
e=Error of Balance (0.5)
