Division of Rizal

District of Binangonan III

SITIO MATA ELEMENTARY SCHOOL

Enhancing the English Communication Skills of Teachers at Sitio Mata

Elementary School

An Action Research presented to the District of Binangonan III

Proponents:

MRS. MARIA SHIELA L. LOZADA

MRS. TEODORA A. ABUNALES

MRS. CRISTINA C. MUJAR

MERCEDES I. DELMORO
I. Context and Rationale

Communication refers to the exchange of thoughts and ideas with the intention of

conveying information. Communication can be defined us sharing of thoughts, information

and intelligence. The effective ways of communication are clarify of message,

completeness of message individual’s facial expressions, eye contact, body postures,

and external physical appearance.

The need for communication and the ability to communicate helps in developing

efficient management, organizational skills, laying down plans establishing a healthy work

culture and resolving impending issues.

A communication skill is a basic challenge in teaching language to provide learners

with plenty of opportunities using language communicatively. It is known that language is

primarily speech. Spoken English enables us to express our views, ideas and our needs

with others for obtaining information and for solving many problems. Today we live in a

world that is highly developed technically and scientifically, that we need to keep pace

with new innovations and developments happening around the world. The world

communities are tied up with each other in a way or the other for the purpose of education,

employment and business.

The importance of communication skills cannot be under estimated. Good

communication skills are necessary in all walks of life. The lack of effective

communication skills has a negative impact on the personal as well as professional life of

a person.

Communication skills are important for many professions but are crucial for

teachers. Teachers communicate with students, parents, colleagues and administrators

everyday. Whether communicated face-to-face, or the phone, in print, electronically or

through the public address system, the message must be constructed carefully and

delivered clearly to be properly received. Good handwriting, spelling and grammar are

very important is all forms of written communication.

The basic concept of this study is to enhance the communication skills of teacher.

It is aim to provide some assistance and support in need of effecting a change in their

current teaching.

The teachers in Sitio Mata Elementary School are involved and engaged in

meaningful learning experiences. The long term goal is to make teacher

II. Review of Related Literature

The ability to use language for communicative purposes comprises the ability to
employ formal linguistic resources such as vocabulary, idiomatic expressions,
collocations, patterns, grammatical structures, and phonological features, among others,
to express ideational, interpersonal and discoursal meanings in order to achieve
communicative goals in genuine contexts effectively. To be able to develop this ability
and the capacity to use these resources in real contexts and time, second language
learners must internalize the existing relationships in the target language among form,
meaning and use (Bygate, 2001).

Research shows that there is evident support for the use of technologies in
teaching language skills (Bates and Poole,2003;Bonk and Zhang,2008).

A number of studies explore the effect of internet resources and online

communication on enhancing the four language skills. Studies show that internet
resources can develop reading, writing, and critical thinking skills. Other studies show that
online communication can enhance listening and speaking skills.( Khan,2005)
 (Patil,2008) asserted that building up the learner’s confidence to eliminate their
fear of making error was a priority that a teacher should consider in be developed from
appropriate syllabus design, methods of teaching, and adequate tasks and materials
(Bailey, 2005; Songsiri, 2007).

(Bee, 2012) states that effective communication skills are really important to
teachers in their delivery of pedagogy, classroom management, and interaction with the
class. There is therefore no doubt that effective teaching is the outcome of effective
communication using the appropriate skills and teachers need to develop them.

III. Research Questions

The study aims to enhance the English Communication Skills of teachers at Sitio
Mata Elementary School.

1. What is the level of English Communication Skills of teacher in Sitio Mata

Elementary School in terms of:
a. English Grammar
b. Vocabulary
c. Reading Comprehension
2. Is there a significant difference in level of English Communication Skills of

teachers in Sitio Mata Elementary School as revealed from Pre-test to Post-

test?

IV. Scope and Limitation

This study focused to identify the level of English Communication Skills of 7

teachers of Sitio Mata Elementary School.

The respondents are the 7 teachers of Sitio Mata Elementary School.

V. Methodology

a. Sampling

The researchers used purposive sampling based on the result of Pre-test.

b. Data Collection

The researchers used the test questions in gathering data.

c. Ethical Issues

The researchers asked permission to the Teacher-In-Charge of Sitio Mata

Elementary School, Dr. Concepcion M. Aragoza, before conducting the action research.

The researchers also conducted a Pre-test to identify the respondents and their level of

English Communication Skills.

d. Plan for the data analysis

The researchers will use the weighted mean to determine the level of English

Communication Skills of 7 teachers in terms of English Grammar, English Vocabulary and

Reading Comprehension and to compare the difference between the Pre-test and Post-

test.
 VI. Workplan

Gantt chart of Activities

Activities Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar

Planning

Organizing

Gathering Data

Conducting of Pre-test

Seminar/training

Interpretation of Result

Analysis, Presentation and Interpretation

of Data

VII. Cost Estimates

Cost Source of Fund

Production of test questions Php 5,000 Canteen Fund

Miscellaneous Php 2,000 Canteen Fund

Seminar/training Php 1,000 Canteen Fund

 VIII. Action Plan

Objective Activities Time Frame Personnel Performance

Involve Indicator

Planning and June to July School Head,

Organizing 2017 teachers

Enhance the English

Communication Skills Conduct of Pre- August 2017 School Head,

of 7 Teachers of Sitio test teachers

Mata Elementary

School Seminar/training August to School Head,

December teachers

2017

Conduct of Pre- January 2017 School Head,

test teachers
 IX. Result and Discussion

Pre-test

Table 1

Name of Teachers English English Reading Total Average

Grammar Vocabulary Comprehension Score
(30) (10) (10)
Teacher 1 25 8 10 42 84
Teacher 2 22 8 9 39 78
Teacher 3 28 8 8 44 88
Teacher 4 23 10 10 43 86
Teacher 5 21 9 10 40 80
Teacher 6 25 9 8 42 84
Teacher 7 22 9 7 38 76
Teacher 8 20 8 8 36 72
Teacher 9 25 8 3 42 84
Teacher 10 18 6 9 27 54
Teacher 11 18 6 3 31 62
Teacher 12 15 5 7 25 50
Teacher 13 18 8 5 36 72
Teacher 14 18 8 10 36 72
Teacher 15 25 7 10 42 84
Teacher 16 21 7 7 35 70

The table shows that 8 out of 16 teachers failed the Pre-test. From this result the

researchers recognized who will be the respondents of their research.

1. What is the level of English Communication Skills of teachers in Sitio Mata Elementary

School?

A. English Grammar

Table 2

Name of Teachers Score Average

Pre Post Pre Post
Teacher 8 20 25 67 83
Teacher 10 18 22 60 73
Teacher 11 18 21 60 70
Teacher 12 15 24 50 80
Teacher 13 18 20 60 66
Teacher 14 18 22 60 73
Teacher 16 21 28 70 93

The table 2 shows that the level of English Communication Skills of teachers in English

Grammar improved from Pre-test to Post-test.

 2. Is there a significant difference in level of English Communication Skills of teachers in

Sitio Mata Elementary School as revealed from Pre-test to Post-test.

Table 3

Pre Post df tc cv Ho VI

18.63 23.75 7 5.73 2.37 Reject Significant

Table 3 shows that the weighted mean of Pre-test is 18.63 and Post-test is 23.75.

The tabular is 5.73.

Since the tabular value greater than the critical value, the null hypothesis is

rejected. Therefore the verbal interpretation is significant. So, there is significant

difference in level of English Communication Skills of teachers in English Grammar as

revealed from the Pre-test to Post-test.

IX. Conclusion

Based on the Pre-test and Post-test result of nine respondents, there is significant

difference in level of English Communication Skills of teachers in English Grammar. This

implies that attending of LAC session, seminar/trainings, read more, read widely, read

differently, write more, write differently and self-study by listening or watching video about

English Grammar helped more in communication skills.

X. List of References

http://www.transparent.com/lern-english