The study aimed to assess the linguistic competence of Grade 8 students and proposed strategies to enhance their listening, reading, writing, speaking, and viewing skills. Using a mixed-methods approach, the study collected quantitative data through survey questionnaires and analyzed them using descriptive statistics. Additionally, it thoroughly examined various key factors such as instructional methods, teacher competence, student motivation, and socio-economic conditions to determine their impact on students' linguistic abilities. Each factor played a role in shaping students' overall language performance.
Findings revealed strengths in specific areas, such as identifying main ideas in reading and recognizing tone in speaking, but also highlighted challenges in understanding figurative language, academic writing, grammar, and contextual interpretation. Instructional methods and teacher competence were positively associated with linguistic competence, yet collaborative activities and feedback practices required improvement. Socio-economic factors, including limited access to media and extracurricular activities, also posed challenges. Moreover, the study found that students who received more personalized feedback from teachers demonstrated greater improvement in writing and speaking skills, emphasizing the need for tailored instructional approaches.
To address these gaps, the study proposed a reading enhancement program centered on contextualized learning, differentiated instruction, and engaging activities. By emphasizing originality and values such as inclusivity and responsiveness to student needs, the program aimed to bridge linguistic gaps and promote academic success. This research underscored the significance of linguistic competence not only for academic achievement but also for fostering well-rounded, socially engaged individuals.
Key Words: Competence, Assessment, Language, Proficiency