Task-Based Pedagogy For Oral Communication

Wissenschaftlicher Aufsatz, 2021

34 Seiten, Note: XII

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I. Introduction

II. Methodology

III. Results and Discussion

I. Introduction

Pedagogy is an encompassing term concerned with what a teacher does to influence learning in others (Thornbury, 2007). As understood, task-based in oracy refers to set of activities that a student will undertake in order to learn speaking skills. Significantly, in teaching students, it is best prescribed that teachers must provide plenty of interesting yet relatable activities to the students.Thus, speaking skill is one of the competencies that determine the literary and numeracy rate of a nation.

K12 Curriculum, of the Philippine Education, mandates 95% mastery in speaking most especially among the Grade 11 & 12 Senior High School students. Evidently, there are four (4) Curriculum Exits that a Senior High School Graduate is expected to either (i) in Entrepreneurship, (ii) Higher Education, (iii) Middle Level Skills Development, and (iv) Employment. Governed by this fact, before putting up business, enrolling, and being employed, one must attend set of interviews which profoundly needs student’s speaking skill.

Undeniably, students in the Senior High School levels are constantly faced with the challenge of speaking. In fact, studies revealed that developing speaking skills is of vital importance in EFL/ESL programs. Burkart & Sheppard (2004) argue that success in learning a language is measured in terms of the ability to carry out a conversation in the (target) language.

To address the identified gap in speaking aspects of the students, this study utilized Oracy for Grade 11 Tayuranon, Tolotoloanon, Juganon Senior High School students as an effective teaching pedagogy scheme. Moreover, the term oracy is the ability to communicate effectively using spoken language, a skill that is important in school and beyond because students with good communication are four (4) times more likely to be successful (Voice, p21).

Hence, this study develops the efficacy of Task-Based Pedagogy for Oral Communication in Grade 11 SHS students in Tayud National High School, Tolotolo National High School and Jugan National High School.

II. Methodology

This research aimed to develop a Task-Based Pedagogy for Oral Communication at the three (3) cited schools starting from the big school – Tayud, National High School, Tayud, Consolacion, Cebu, medium school – Jugan National High School, Jugan, Consolacion, Cebu, and small school – ToloTolo National High School, ToloTolo, Consolacion, Cebu during the School Year 2019-2020 in order to design Oracy. To present the findings of the study, matched-pair design was used.

III. Results and Discussion


This section of this study presents the teacher’s related information as to age and gender, field of specialization, educational attainment, most commonly used strategies in teaching oral communication and school oral communication facilities and students most commonly experienced strategies while learning oral communication and school oral communication facilities used.


Based on the teacher’s related information included in this study were age and gender, field of specialization, educational attainment, most commonly used strategies in teaching oral communication and school oral communication facilities. It is believed that through having these data, the researcher can develop a task-based oracy pedagogy instruction for Grade 11 Senior High School students.

Age and Gender.

In this study, the age bracket of the teachers between male and female was classified as to 31-year-old and above, 26-30-year-old, and 21-25-year-old. Thus, in Department of Education, the normal age segment of Teacher I – an entry level if hired possibly and passed the application process, starts at the age of 21 years old.

Table 2 shows the age and gender as the profiling stage of the SHS respondents.

Table 2

Age and Gender

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As shown in the Table, in ages 31-40, three (3) females or 50 percent were teaching Language subjects and one (1) or 16.66 percent of male/s was into teaching as well. Under ages 26-30, no one was noted to be teaching Languages. In ages 21-25, no male/s teacher/s was noted to be teaching Language subject however two (2) or 33.33 percent was noted to be teaching Language subjects in SHS. Thus, its mean for males resulted to 5.55 percent and for females resulted to 33.33 percent. This undeniably a result since it was found-out that most of the Language teachers were females. stated that “while girls can more process an abstract piece of language, boys need some sensory reinforcement to process the data. For males, the most effective way to study language is to learn visually (seeing the word written down) as well as orally (through listening and repetition). Men’s brains are more analytical and thus they tend to prefer structured work, whereas women tend to be more intuitive and prefer the liberal arts. Moreover, based on research from 1914 through 2011 that spanned more than 30 countries, the study found the differences in grades between girls and boys were largest for language courses and smallest for Math and Science (Voyer, 2014). Female learners will engage in all types of language learning, from speaking and reading and pronunciation, whilst men will stick to only a small and limited handful of study methods, holding them back from advancing with languages.

Field of Specialization. In this study, field of specialization refers to the major subject a teacher holds during his Baccalaureate Degree. Hence, the identified major subjects are English, Math, Science, Filipino, MAPEH, and Social Science.

Table 3 shows the field of specialization of the SHS Teachers as the respondents of this study.

Table 3

Field of Specialization

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It can be seen from the table that 3.33 percent of the male/s were having a field of specialization in Language subjects; specifically, 16.76 percent majored in Filipino. On the other side, 4.76 percent of the females majored English; consistently, 23.81 percent majored in English. Significantly, during the implementation proper, it was noted that teachers as respondents were very keen and willing to effect change in discussing daily lessons with the students. Ideally, these soft skills of the teachers are often not so much formally taught as picked up along the way, so much have been toiled to reach the goal of specialization (Eunson, 2018).

Educational Attainment.

In this study, educational attainment progresses from Baccalaureate Degree of Education or when one has taken DPE (Diploma in Professional Education), Masters Degree – Complete Academic Requirements (CAR), Masters Degree Holder, Doctorate Degree Complete Academic Requirements (CAR), and Doctorate Degree Holder. Precisely, under the Qualification Standards for Teachers, each attainment has a corresponding point for promotion purposes.

Table 4 presents the educational attainment of the SHS Teachers as the respondents of this study.

Table 4

Educational Attainment

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As presented on the table, 3.33 percent of the male respondents have gone through the zenith of their educational attainment but noted to be 0 percent in the Doctorate Degree level; however, 41.67 percent of the female respondents have found-out to be into achieving degrees of which 66.67 percent was noted to be attaining Baccalaureate Degree and 16.67 percent was noted to be a Doctorate Degree (CAR). Generally, Complete Academic Degree (CAR) in Masters Degree is one of the criteria a teacher needs for Teacher III Reclassification as stipulated in the Qualification Standards for Teachers. Thus, many public teachers right now are fulfilling their desire to be promoted.

In addition, Reclassification is a form of staffing modification and/or position classification action which may be applied only when there has been a substantial change in the regular duties and responsibilities of the incumbent of the position and which may result in a change in any or all of the position attributes. Hence, Regional Memorandum No. 58, s. 2017 entitled “Additional Guidelines for Reclassification of Positions” is stating provisions for a Teacher 1 to consider in his/her promotion.

Most Commonly Used Strategies in Teaching Oral Communication.

In this study, most commonly used strategies in teaching oral communication profoundly seeks the answer of the teachers with regards to their pedagogy in teaching in which options are Watch Films that Model Conversation, Use Technology, Reinforce Active Listening, Offer Group Presentations and Assignments, Ask Open Ended Questions, Use tasks and activities, Offer Reflective Learning Opportunities, Find teachable moments, and ORACY .

Table 5 shows the most commonly used strategies in teaching oral communication of the SHS Teachers as the respondents of this study.

Table 5

Most Commonly Used Strategies in Teaching Oral Communication

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As gleaned on the table that watching films that model conversation, reinforce active listening, offer group presentations and assignments, ask open-ended questions, use tasks and activities, offer reflective learning opportunities, and find teachable moments had 16.67 percent responses in the two (2) cited schools from Tolotolo NHS, and Jugan NHS and 66.67 percent responses in Tayud NHS; on the other side, Totololo NHS had responded that they have not use any technology every Oral Communication Class; while, 16.67 percent from Jugan NHS had used technology and 66.67 percent was noted to use technology in Tayud NHS. Henceforth, on using ORACY as a strategy for teachers in enhancing speaking skill, precisely, 16.67 percent from Tolotolo NHS and Tayud NHS had used the said strategy. To support, there are many situations in which individuals speak to others in nonconversational ways (Eunson, 2018).

School Oral Communication Facilities.

In this study, school oral communication facilities expounds on the use of Data Projectors which includes classroom projector, document camera, laptop, and any other VGA Compatible Device and Wireless Microphones, Powered Speakers, Microphone Mixers, and Podiums.

Table 6 presents the school oral communication facilities in the existing three (3) cited schools of Consolacion, Cebu – Tolotolo NHS, Jugan NHS and Tayud NHS as the respondents of this study.

Table 6

School Oral Communication Facilities

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Table 6 shows that the small school, Tolotolo NHS has only provided with laptop and podium with a percentage of 16.67 percent whenever students have the oral presentations; however, they have not answered that they had used classroom computer, document camera, powered speakers and microphone mixers. Thus, part of enhancing good communication is the need to be provided with some facilities to be utilized well by the learners and students. On the other side, in the medium school, Jugan NHS, 16.67 percent answered that they utilized laptop, wireless microphones and podiums as part of their oral communication class; however, the same as true in ToloTolo NHS, Jugan NHS also did not able to present that they have used classroom computer, document camera, powered speakers and microphone mixers. In the big school, Tayud NHS, only the classroom computer was not provided or used by the teachers and respondents during Oral Communication class. This resulted to 66.67 percent in the areas of document camera, laptop, wireless microphones, speakers, mixers and podiums. Similarly, (Crookes, 1986) as cited in (Bingquing, 2017) expounded the motivated cognitive-oriented research that focused on identifying the psychologically motivated task characteristics that affect the nature of language production.


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Task-Based Pedagogy For Oral Communication
Doctor in Development Education
ISBN (eBook)
ISBN (Buch)
task-based, pedagogy, oral, communication
Arbeit zitieren
Doctor Donna Mae Suraliza (Autor:in), 2021, Task-Based Pedagogy For Oral Communication, München, GRIN Verlag, https://www.grin.com/document/1064500


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