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Developing Students’ Oral Communication Skills
through the 100% Recitation Grade Approach

Juanita B. Lappay

· Volume I Issue I

Communicative competence is predominantly emphasized under the K to 12 Basic Education Curriculum as language is the basis of all communication and the primary instrument of thought. Learning and knowing how to speak the second language is often judged to be the most vital of the language skills. In fact, many classes devote much of their time to developing students’ oral proficiency. Oral communication does not only involve producing the language correctly, but also using it for particular purposes. Fraser (1983) states that when people use language, they characteristically do three things: they say something, they indicate how they intend the listener to take what they said, and they have definite effects on the listener results. In this context, it can be said that language means something spoken. Students usually speak or share their opinion with one another by using it.

Students’ oral communication is considered to be successful if they can communicate and speak proficiently using the target language. Speaking is a kind of bridge for learners between classroom and the world outside. In order to build the bridge, in the speaking activities, the teacher must give them practice opportunity for purposeful communication in meaningful situation. It means learning to speak using the second language will be facilitated when learners are actively engaged in attempting to communicate (Hadfiels,1999). Thus it is necessary to get the learners say something, act on knowledge of grammar and vocabulary and apply the knowledge learned through practice. The teacher, on the other hand, must give the learners practice to actualize their speaking skill. By mastering speaking, they can carry out conversation with others, give ideas and change the information with interlocutors.

With the demand of students’ oral proficiency, there are some problems that the researcher observed. Based from the observation of the researcher, lack of students’ oral communication is the problem. During the teaching learning process, the students are not enthusiastic and interested in joining activities. Their vocabulary, grammar, confidence and pronunciation are low which make them unable to say something during discussion and various speaking activities. Related to the competence of the students’ oral communication, there are some indicators which show that they do not speak accurately. First, they rarely answer the question given by the teacher orally; second, they also speak with a lot of pauses; third, they get difficulties to find the appropriate words to create sentence or expression; fourth, dealing with the vocabulary mastery; and fifth, grammatical structures and forms of the words.

These observation to Grade 9 – Anthurium students of Sta. Anastacia- San Rafael National High School gives birth to the study entitled “Developing Students’ Oral Communication Skills through the 100% Recitation Grade Approach”

100% Recitation Grade Approach is anchored with Merit- Demerit, a technique that the researcher will test if it will develop students’ oral communication using the target language of Grade 9- Anthurium students of Sta. Anastacia-San Rafael National High School to achieve optimum participation and increase proficiency in oral discourse.

This study would greatly help language teachers in developing and improving students’ oral communication to be able to ensure maximum participation and usage of the target language where learners can approach speaking as a way to negotiate meaning and to establish social relations with others.