Chapter 1

The Problrem and its setting

background of the study

communication is one of the most popular words in the 20th century. In the language teaching world, it
has a great influence not only because of its high frequency appearance in the research of its essential
meaning that represents the gradual globalization in the past century. (Hymes, 2000).

Most commonly in the classroom sitting, students find difficulties in expressing their thoughts and ideas
using the target language.This happened to be a challenger for them particularly those who are not
proficient in using the target language anf having lack of confidence in expressing themselves verbally.
This challenge continues to spread out and that they to find a remedy for this dilemma. (Thompson,
2000).

Student with English as a second language comprise a vital percentage of tbe papulation of school in the
word . This population continues to increase more rapidly that student speaks english as a second
language (Shore, 2001). The large minority polulation has a high dropout rate. These students are also
among the lowest ranking in academic achievement anf expectations. They represent on at-risk
population faced with range of challenges. Problems continue to arise in other countries specifically in
Japan, Japanese are not totally particular with the language. Thus, they met difficulties in commucating
people using the language (Thopsom, 2000)

The medium of instruction being used in the Philippines is the second language in teaching the basic
language subjects from secondary to tertiary level. However, despite of this, a considerable number of
Filipino students find themselves incapable of using the language or expressing themselves properly
(Hutado & Padilla, 2000). Philippine educational system is faced with serious problems to meet the
pressing demands of the country's national economic development. The urgent need for change is
evident and the key factors of change are the teachers whose commitment, dedication and creativity are
decisive for the success of educational transformation (Canque, 2005).

In Salud Cagas Technical and Vocational High Shool, the researcher identify that some students,
specifically the Grade 12 students are having difficulty in aquiring communicative competence, socio-
linguistic competence and strategic competence of the Grade 12 in Salud Cagas Tech&Voc High School
that will be the basis for an enhancement program

Statement of the Problem

This study aimed to determine the level of communicative competence of the Grade 12.

1. What is the demographic profile of the respondents in terms of.

1. Age

2. Sex and
 3. Department

2. What is the level of communicative of the Grade 12 student is as measured through the following
variables.

1. Grammatical competence

2. Discourse competence

3. Sociolinguistic Competence

4. Strategic Competence

3. Is there a significant difference in the level of communicative competence when grouped by profile?

4. Based on the findings, what enhancement can be introduced?

Null Hypothesis

The following null hypothesis in this this study were tasted using the 0.05 lev of significance.

HO1: There is no significant difference on the communicative competence of the students when
analyzed according to age, gender and strand

Review of Related Literature

This section present a collection of literature and related researcher which are relevant to the subject
of investigation of the study.

In today's generation, people are facing the scenario of global competition, not only in economic
dimension but also in communicative strategic of every Filipino in English language.

Communicative Competence.

Wikipedia (2008) defines communicative competence as a linguistic terms which refers to a learner's
L2 ability. It's not only refers to a learners ability to apply and use grammatical rules, but also to from
correct utterances, and know how to use this utterances appropiately. The view of language learning
implicit in the communicative approach to language teaching. The term was coined by Deil Hymes
(1966), reacting against the perceived inadequacy of Noam Chomsky's (1965), distinction between
competence and performance. Hymes' ideas about communicative competence were originally
research-based rather than pedagogical. Specifically, to address chomsky's abstract notion of
competence, Hymes (1994) discussed the ethnographic-oriented exploration of communicative
competence that include communicative form and function in inetgral relation to each other. His
research-oriented ideas have undergone an epistemic transformation from empirically-oriented question
to an idealized pedagogical doctrine.

Diaz et al., (2010) define communicative competence as a future of a language user's knowledge of
the language that allows the user's to know when, where and how to use the language appropiately.
Communicative competemce refers to a language users grammatical knowledge in terms of syntax,
morphology and phonology, as well as social knowledge of the learning in using correct utterance.

As cited by Yuanyuan Zhu (2004), from canale and swain (1980), it os widely said that communicative
competence is made up of four parts; grammatical competence, sociolinguistic competence, discourse
competence and stategic competence. Grammatical competence has the same effect with the linguistic
competence, which is on the literal meaning of communication. Sociolinguistic competence is the
capability to match the register to the situation. It seems that many communication failures happened
by foreign language learners which keep the language with the status, role, attitude, purpose, degree of
formality, social convention and so on properly. Discourse competence refers to the ability to link and
make the suitable interaction in a coherent way. Pragmatic competence seems the combination of the
three competence: grammatical competence, sociolinguistic competence and discourse competence.
Strategic competence, use the strategies to make effective communication, both verbally and non-
verbally.

Savignon (1983), as cited by Hadley (1993), outlined five (5) characteristics of communicative
competence: (1) communicative competence is dynamic rather than static concept that depends on the
negotiation of meaning between two or more persons who share some knowledge of the language, (2)
communicative competence should not be thought of as an oral phenomenon. It applies to both written
and spoken language, (3) communicative competence is competence-specific in that communicatively
competent in language user will know how to make choices in register ang style to fit the particular
situation in which communication occurs, (4) communicative competence is that one know's.
Performance is what one does. Only performance is observable, however, and it is only through
performances that competence can be developed, maintained and evaluated, and (5) Communicative
competence is relative and depends on the cooperation of those involved.

Grammatical Competence.

Canale and Swain (1980), as refered to by Hadley (1993), keep up that syntactic capability is a crucial
sympathy toward any open levels of capability in which exactness and accuracy of comprehension and
expression are critical objectives.

Gao (2001), states that grammatical competence focuses on command of the language code, including
the rules of word and sentence formation, meaning spelling and pronunciation. The goal of grammatical
competence is to gain knowledge of and ability to use, forms expression that are grammatically correct
and accurate

Gascoigne (2005), stresses that a dialect can be characterized as an interminable arrangement of all
around shaped sentences. A linguistic use is a formal gadget with limited arrangement of tenets that
produced the sentences in the dielect. As indicated by him, this idea of era is like the thought of
derivation, made out of more particular theories about the structure or association of some a player in
the dialect.

Finegan (2004), states that grammar can be viewed as a coin whose two sides are expression and
meaning and whose task is to provide a systematic link between them. According to him grammatical
competence is the language users implicit knowledge vocabulary, pronunciation, sentence structure and
meaning.

Philips and Tan (2008), state that capacity can be viewed as a correction of the posibility of the dialect
framework. As per them, the experimental and formal acknowledgement of ability would be execution,
which this relates to differing structuralize idea of individuals expression, occaion, process and so forth
they likewise stretch that syntactic learning is by all accounts present and completely utilitarian in
speakers familiarity with any dialect. Capability suggest neither an aggregated store of learning nor a
capacity or ability rather it is an arrangement of generative procedures. An individual capability is
characterized by sentence structure, an arrangement of standards that is spoken to rationally and
showed by their comprehension of satisfactory use in a given etymological expression. They presume
that linguistic characterizes as natural information of standards as opposed to learning of things or
connection.

Brown (2006), characterizes linguistic fitness as the capacity to utilize the dialect accurately, how well a
man has learned elements and tenets of the dialect. This incorporates vocabulary, articulation and
sentence arrangement. As indicated by him, educators call this exactness in dialect use.

As stated in the study of Gradre 12., (2019) the students need to focus to achieve the other three
communicative competence since grammar is the basic the key to effective communication oral or
written.

Discourse Competence

Canale and Swain (1980) stressed that discourse competence refers tothe interpretation of individual
message elements in term of their interconnectedness and how meaning is presented in relationship to
the entire discourse or text. As cited by Hadley (1993), point out that a person who has a highly
developed degree of discourse competence will know how to use cohesive devices, such as pronouns
and grammatical connector to achieve unity of thought and continuity in a test. Hadley continues that
the competent language user will also be skilled in expressing and judging the relationship among
different ideas in a text.

Deters (2007) defines discourse competence as the ability to understand and produce the range of
spoken, written and visual texts that are characteristics of a language. This includes the ability of the
speaker to convey information appropriately and coherently to those who are listening to, or viewing
once texts and how the students interpret the larger content and to construct longer stretchers of
language, so that the parts together make up a whole coherent unit.
The LinguaLinks Library (1999), emphasizes that discourse competence is used to refer to two related,
but distinct abilities. Textual discourse competence refers to the ability to understand and construct
monologues or written texts of different genres, such as narratives, procedurai text, exposity texts,
persuasive (hortatory texts, descriptions and others. These discourse genres have different characteristic,
but in each genre there are some elements that help make the text coherent and other elements which
are used to make important points distinctive or prominent. According to it learning a language involves
learning how to relate these different types of discourse in such a way is important. Likewise it involve
being able to relate information in a way that is coherent to the readers and hearers. Many authors use
the term discourse to refers to conversational interaction, so that discourse competence could also refer
to the ability to participate effectively in conversations.

The national capital Language center (2004), stressed that discourse competence is knowing how to
interpret the context and how to construct longer stretchers of language so that the part make up a
coherent whole. Discourse competence asks how are words, phrases, sentence put together to create
conversations, speeches, email message and newspaper article.

As stated in the study of Grade 12., (2019) students are not competent in expressing their thoughts,
ideas, comments, etc. In the most natural and reliable way without much distortion of information.

Sociolinguistic Competence

The national capital Language Resource Center (2004), states that sociolinguistic competence is knowing
how to use and respond to language appropriately, given the setting, the topic and the relationships
among the people communicating. Sociolinguistic competence asks which words and phrase fit
particular setting and a topic, how can one expresses a specific attitude (courtesy, authority, friendliness,
respect) when he needs to, and how does one knows what attitudes another person is expressing.

Wikipedia (2008), notes that sociolinguistic is the study of the effects of any and all aspects of society,
including cultural norms, expectations and context on the way language is used. Sociolinguistics overlaps
to a considerable degree with pragmatics. Second language learners, on the other hand, must learn how
to produce and understand language in different sociolinguistic context, taking into consideration such
factors as the status of interactions (Freeman, 2004).

Canale et al., (1983) defined sociolinguistic competence as the learners ability to use language
appropriately in various social context; the ability to communicate with different people, from different
social groups. It can be defined quite simply as knowing and understand how to speak given the
circumstances an individual is. To go into more detail, when. one speaks our native language he or she
does not have to think about how he or she is talking to, or how he or she should say something. His or
her words typically come naturally, and he or she does not even realize all the complexities that go into
the process. Although he /she often does not actively think about this process, it is an essential part of
effective communication.

As stated in the study of Grade 12 (2019) students have difficulties in using the language in various social
contexts and know how to speak given the circumstance they are in (Canale et al.,)
Strategic Competence

Macdonald and Rendle (1998), states that strategic competence needs flexibility in order to adapt
communicative style to suit the receiver (e.g signing more slowly to strangers, turning up to the volume
on your communication aid for granddad), or learning how to repair and extend the conversation. Early
skills towards Strategic competence will include fostering the ability to move easily from one mode of
communication to another as necessary (e.g from chart to communication aid), the ability to initiate an
interaction and the understanding that it is sometimes necessary to clarify ones meaning in a way that is
clear to the receiver.

Yuanyuan Zhu (2004), notes that strategic competence, actually, means to use all kinds of tactics to keep
interaction going. According to her it is better to use the strategic competence to fill the grap in
communication when the linguistic and pragmatic competence don't work well. Actually, when the two
works well, and speaker also has a high capacity of strategic competence, it is quite sure that the
communication will be more lively and brilliant. Moreover, strategic competence, use the strategic to
make effective communication