Golden Gate Colleges Graduate School: I. Context and Rationale

Golden Gate Colleges Graduate
School
I. Context and Rationale
Communication – the human connection – is the key to personal
and career success. Communication is the act of conveying information
for the purpose of creating a shared understanding. It is something that
humans do every day. The word communication comes from the Latin
communis meaning to share, and includes verbal, non-verbal and
electronic means of human interaction. Scholars who study
communication analyze the development of communication skills in
humans and theorize about how communication can be made more
effective.
Humans convey information through a variety of methods:
speaking, telephones, email, blogs, TV, art, hand gestures, facial
expressions, body language and even social contexts. Communication
can occur instantaneously in closed, intimate settings or over great
periods of time in large public forums, like the Internet. However, all
forms of communication require the same basic elements: a speaker or
sender of information, a message, and an audience or recipient. The
sender and recipient must also share a common language or means of
understanding each other for communication to be successful. As such,
a study of communication often examines the development and
structure of language, including the mathematical languages used in
computer programming.
School
The act of communicating draws on several interpersonal and
intrapersonal skills. These include speaking, listening, observing,
questioning, processing, analyzing and evaluating. Recipients of a
message must be able to identify the sender’s intent, take into account
the message’s context, resolve any misunderstandings, accurately
decode the information and decide how to act on it. Such skills are
essential to learning, forming healthy relationships, creating a sense of
community and achieving success in the workplace.
As a field of study, communication spans a broad, rich array of
subjects, including sociology, psychology, philosophy, political science,
linguistics, history, literature, criticism and rhetoric. Although much of
the field’s subject matter is theoretical in nature, communication studies
have proven applicable to business, film, theater, composition,
advertising, education, foreign policy and computer science.
In today’s globalized, media-driven world, communication studies
have become more relevant and exciting than ever. Web developers
seek new, inventive ways to draw Internet users to their websites.
Public policy writers debate society’s most pressing issues. Through
linguistics, computer scientists are developing programming languages
that may someday allow humans to interact directly with computers.
Students who earn degrees in communication often hold highly
influential positions as journalists, editors, university professors, public

School
relations officers, marketing consultants, speech writers, filmmakers,
motivational speakers and political campaign managers. To
communicate is to shape the world (Ginibo, 2012).
The ability to communicate information accurately, clearly, and as
intended, is a vital life skill and something that should not be
overlooked. It is never too late to work on one’s communication skills
and even the quality of life. Communication skills are needed to speak
appropriately with a variety of people whilst maintaining good eye
contact, demonstrate a varied vocabulary and tailor one’s language to a
specific audience, listen effectively, present ideas appropriately, write
clearly and concisely, and work well in a group. Many of these are
essential skills that most employers seek.
When people learn a language, there are four skills that they
need for complete communication. When people learn their native
language, they usually learn to listen first, then to speak, then to read,
and finally to write. These are called the four "language skills". The four
skills of language (also known as the four skills of language learning)
are a set of four capabilities that allow an individual to comprehend and
produce spoken language for proper and effective interpersonal
communication. These skills are Listening, Speaking, Reading, and
Writing. In the context of first-language acquisition, the four skills are
most often acquired in the order of listening first, then speaking, then
School
possibly reading and writing. For this reason, these capabilities are
often called LSRW skills.
Speaking is the second language skill. This vocalized form of
language usually requires at least one listener. When two or more
people speak or talk to each other, the conversation is called a
"dialogue". Speech can flow naturally from one person to another in the
form of dialogue. It can also be planned and rehearsed, as in the
delivery of a speech or presentation. Speaking is probably the language
skill that most language learners wish to perfect as soon as possible
(Sharme, 2018).
Speaking entails learning pronunciation, fluency, dialect,
intonation, stress rhythm, interaction, practice and communication. The
goal of teaching speaking skills is communicative efficiency. Learners
should be able to make themselves understand, using their current
proficiency to the fullest. They should try to avoid confusion in the
message due to faulty pronunciation, grammar, or vocabulary, and to
observe the social and cultural rules that apply in each communication
situation (Lewis, 2019).
To help students develop communicative efficiency in speaking,
instructors can use a balanced activities approach that combines
language input, structured output, and communicative output. Language
input comes in the form of teacher talk, listening activities, reading

School
passages, and the language heard and read outside of class. It gives
learners the material they need to begin producing language
themselves (Morehouse, 2017).
Communication skills are vital for a student’s academic success
and future career prospects. In today’s challenging environment,
students must not only possess academic expertise, but also the
requisite skills to enhance their learning and employability prospects in
the future. An individual learns the basics of oral communication right at
home. The school environment takes this learning a notch higher by
teaching the student how to interact with peers and teachers alike. The
quality of communication in student life will define professional
communication later in life (Lucanus, 2017).
One of main concern of the most language teachers is how to
help language learners to develop satisfying language proficiency. In
this regard, speaking proficiency has received the greatest attention
among both the language teachers as well as the language learners.
This is because speaking is a crucial part of the language learning
process. The major goal of teaching speaking skill is communicative
efficiency. Language learners should be able to make themselves
understood by using their current proficiency. They should try to avoid
confusion in the message because of the faulty pronunciation,
grammar, or vocabulary.
School
In the same view, a common characteristic of many language
classes is a heavy focus on the language system. Vocabulary and
grammar seem to gain far more attention than the skills needed to use
this vocabulary and grammar. To help students develop communicative
efficiency in speaking, instructors can use activities that combine
language input and communicative output (Bahrani and Soltani, 2012).
Comic strips, for one, are powerful teaching tools and can tell a
complex story in a few images, provide comment and provoke thought
on events and issues in the news, give an example of vocabulary
related to current trends and fads, provide easily identifiable
characters to form the basis for sketches, show culture in action with
the ways that men or women are behaving and are expected to
behave, and comment on and illustrate a whole range of issues like
racism, teenage relationships, sexism, ageism, family relationships
(Lavery, 2019).
The use of comic strips in teaching speaking is effective to
improve the students’ speaking skill in telling a recount text by
improving the students’ interest in learning English. Moreover, the
pictures provided in the comic strips help the students to create story
based on the context given in the comic strips (Lavery, 2019).
However, the use of comic strips has not been fully recognized as a
teaching technique used in improving ability in speaking.

School
In line with the above information, this research aims to determine
how comic strips can be used in teaching English to promote ability in
speaking English. Specifically, the study focuses on the Grade 11
students of Dr. Juan A. Pastor Memorial National High School. The
senior high school curriculum offers several opportunities for
enhancing students’ speaking skills. For one, one of the core subjects
offered is Oral Communication in Context which focuses on the
development of listening and speaking skills and strategies for
effective communication in various situations. Furthermore, students in
the senior high school often perform tasks such as reporting, mock job
interviews, and research presentations. Thus, acquiring effective
speaking skills is an important requirement for any senior high school
student. Hence, this study aims to contribute to the development of
students’ speaking skills and ultimately produce students who are
effective communicators.
II. Brief Review of Literature
This section discusses the different existing literature regarding
the research topic. This includes a discussion of communication in
general, communication skills, and the teaching of English using comic
strips.
School
Communication is a dynamic process as it involves an interaction
between two or more people i.e. the sender and the receiver. The main
purpose of communication is to transmit thoughts and beliefs to another
person. The major components of communication are verbal
communication or oral communication and non-verbal communication.
Oral communication is the process of expressing ideas through the
medium of speech and this plays a crucial role in the life of students
(Lucanus, 2017).
Good communication enables students to assimilate more from
the learning process by empowering them to ask relevant questions and
discuss doubts. Effective verbal communication nurtures the process of
socialization by facilitating new friendships and these in turn aid the
learning process (Lucanus, 2017).
Productive communication is a boost to career development. An
ability to convey thoughts in a clear and precise manner would help a
student to make a favorable impression at an interview and get the job
that he deserves. Communication skills inculcate professionalism in
speaking styles, ways of self-expression and attitudes towards others,
and these traits would hold students in good stead in their professional
lives (Nordquist, 2019).
Being able to communicate effectively is one of the most
important life skills to learn. Communication is defined as transferring

School
information to produce greater understanding. It can be done vocally
(through verbal exchanges), through written media (books, websites,
and magazines), visually (using graphs, charts, and maps) or non-
verbally (body language, gestures, pitch of voice, and tone). All of these
means of communication are essential soft skills that are vital for a
successful career (Nordquist, 2019).
Having strong communication skills aids in all aspects of life –
from professional life to personal life and everything that falls in
between. From a business standpoint, all transactions result from
communication. Good communication skills are essential to allow others
and yourself to understand information more accurately and quickly.
In contrast, poor communication skills lead to frequent
misunderstanding and frustration. In a 2016 LinkedIn survey conducted
in the United States, communication topped the list of the most sought-
after soft skills among employers (Beqiri, 2017).
Language is expressed in four ways: reading, speaking, writing
and listening. These are also defined as the macro skills of
communication. These macro skills are utilized by essentially all
languages. Babies develop language skills by first listening and then
speaking, followed by reading and writing. When learning a new
language, the best way to do so is by engaging in a balance of each of
these areas, as they are all interconnected. As with any skill, the more
School
you practice or exercise, the stronger and you become. The same is
true with improving communication skills (Sharma, 2018).
There are three modes of listening: competitive, passive and
active. Active listening is considered the most effective because the
listener is not only listening with interest, but actively acknowledging
listening by brief responses. Most individuals are not as skilled at
listening as they think. Depending on the study, listeners likely
remember 25 to 50 percent of what they hear, according to Mindtools.
Giving the speaker your undivided attention and not focusing on what
you are going to say in response while he is talking is a good way to
ensure you hear more of what is being said (Sharma, 2018).
Children learn to read by first learning their ABCs and sounding
out the letters to discover what sound they make. The phonetic
approach to reading—using sound units to figure out the words—is
arguably the best approach because theoretically, if someone knows
the sounds, he can read any word, regardless of the difficulty level. This
is also the case when learning a new language. Reading has many
benefits, including improving memory by exercising the brain, increasing
vocabulary, and exposing one to new ideas (Allen, 2019).
Writing is perhaps the most complex of the communication skills
and takes the most time to master. As with any other skill, the craft of
putting words on paper is improved through practice and a willingness

School
to improve on past attempts. The more you practice, the better you will
get! Moving beyond the basics, many types of writing can be used,
depending on audience and purpose. Writing can be a basic means of
conveying information—such as in newspapers—or it can be a tool to
create elaborate new worlds, much like those found in fiction novels
such as The Lord of the Rings trilogy (Lewis, 2019).
Speaking can be an intimidating experience, even in your native
tongue, let alone when learning a new language. The best way to learn
how to speak, though, is by practicing, so put your inhibitions aside and
strike up a conversation whenever you are given an opportunity to do
so. When speaking, be aware of your pace and try not to mumble,
speak clearly. Consider being expressive when you talk; avoid a
monotonous tone. Expression adds interest and depth to what you are
saying and it will keep your listener interested (Lewis, 2019).
It is a common desire for all of us to speak a second language well.
To do this people need to know what skills are required to become a
good speaker. First is fluency. Fluency is about how comfortable and
confident people are in speaking English. If a person can speak for an
extended period of time, that is an indicator of strong fluency. It is also
about showing a clear connection between each point that is being
made. This skill means that the listener can follow what is being said
and does not get lost (Kaufman, 2018).

School
Vocabulary is also an important consideration in terms of speaking
skills. Being a good speaker means constantly expanding one’s
vocabulary. The more interesting words used know, the stronger the
speaking skills are. The best way to grow a vocabulary is to read in
English and make a note of any new words that may be encountered in
a vocabulary notebook (Kaufman, 2018).
Furthermore, being a good speaker entails knowing grammar.
Grammar does matter and the fewer mistakes made, the better
speaking skills will be. Last is pronunciation. Pronunciation is a complex
area, with a lot of sub skills that can be practiced. The basic rule of
thumb is that an average speaker can speak and be understood. A
skilled speaker can use the sub skills of pronunciation to emphasize
and make the communicative effect of their speech more impactful. The
sub skills of pronunciation include word and sentence stress, intonation,
rhythm and the use of the individual sounds of a language (Allen, 2019).
Speaking is the delivery of language through the mouth. To
speak, people create sounds using many parts of our body, including
the lungs, vocal tract, vocal chords, tongue, teeth and lips. This
vocalized form of language usually requires at least one listener. When
two or more people speak or talk to each other, the conversation is
called a "dialogue". Speech can flow naturally from one person to
another in the form of dialogue. It can also be planned and rehearsed,

School
as in the delivery of a speech or presentation. In fact, some English
learners practice speaking standing alone in front of a mirror
(Morehouse, 2017).
Speaking is probably the language skill that most language
learners wish to perfect as soon as possible. It used to be the only
language skill that was difficult to practice online. This is no longer the
case. English learners can practice speaking online using voice or video
chat and services like Skype. They can also record and upload their
voice for other people to listen to (Morehouse, 2017).
Speaking is the process of building and sharing meaning through the
use of verbal and non-verbal symbols, in a variety of contexts. Speaking
is a crucial part of second language learning and teaching. Despite its
importance, for many years, teaching speaking has been undervalued
and English language teachers have continued to teach speaking just
as a repetition of drills or memorization of dialogues.
However, today's world requires that the goal of teaching
speaking should improve students' communicative skills, because, only
in that way, students can express themselves and learn how to follow
the social and cultural rules appropriate in each communicative
circumstance. In order to teach second language learners how to speak
in the best way possible, some speaking activities are provided below,
School
that can be applied to ESL and EFL classroom settings, together with
suggestions for teachers who teach oral language (Supriya, 2018).
Teaching speaking is to teach ESL learners to produce the
English speech sounds and sound patterns; use word and sentence
stress, intonation patterns and the rhythm of the second language;
select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter; organize their thoughts
in a meaningful and logical sequence; use language as a means of
expressing values and judgments; use the language quickly (Baihaqi,
2016).
There are several alternative techniques in teaching speaking.
One other way of getting students to speak is role-playing. Students
pretend they are in various social contexts and have a variety of social
roles. In role-play activities, the teacher gives information to the
learners such as who they are and what they think or feel. Another is
information gap. In this activity, students are supposed to be working
in pairs. One student will have the information that other partner does
not have and the partners will share their information. Information gap
activities serve many purposes such as solving a problem or collecting
information. These activities are effective because everybody has the
opportunity to talk extensively in the target language (Fadilah, 2016).

School
Brainstorming is another strategy that can be used. On a given
topic, students can produce ideas in a limited time. Depending on the
context, either individual or group brainstorming is effective and
learners generate ideas quickly and freely. The good characteristic of
brainstorming is that the students are not criticized for their ideas so
students will be open to sharing new ideas (Fadilah, 2016).
There is also storytelling. Students can briefly summarize a tale
or story they heard from somebody beforehand, or they may create
their own stories to tell their classmates. Story telling fosters creative
thinking. It also helps students express ideas in the format of
beginning, development, and ending, including the characters and
setting a story has to have. Students also can tell riddles or jokes. For
instance, at the very beginning of each class session, the teacher may
call a few students to tell short riddles or jokes as an opening. In this
way, not only will the teacher address students’ speaking ability, but
also get the attention of the class (Fadilah, 2016).
Story completion is another technique. This is a very enjoyable,
whole-class, free-speaking activity for which students sits in a circle.
For this activity, a teacher starts to tell a story, but after a few
sentences he or she stops narrating. Then, each student starts to
narrate from the point where the previous one stopped. Each student
is supposed to add from four to ten sentences. Students can add new
School
characters, events, descriptions and so on. Next is picture narrating.
This activity is based on several sequential pictures. Students are
asked to tell the story taking place in the sequential pictures by paying
attention to the criteria provided by the teacher as a rubric. Rubrics
can include the vocabulary or structures they need to use while
narrating (Kaplan, 2019).
Comics can also be an invaluable teaching tool, but aside from
the occasional non-serial graphic novel, they are underused. For
every Maus, Fun Home, and American Born Chinese, countless
superhero comics are disregarded as too superficial for the level of
analysis afforded “real” works of literature. But comics can serve three
primary roles in the classroom. They can facilitate a better
understanding of complex required texts by serving as a preliminary
reading activity. They can extend the analysis of a classic work of
literature, either by providing examples of derivative fiction or by
making strong allusions to the classics. Lastly, they can replace less-
accessible works from the literary canon while still conveying the same
messages and using the same literary and rhetorical conventions
(Sellars, 2017).
Students learn best when they are engaged in the lesson. Using
comics in the classroom is a fun, engaging way to teach any subject.
This lesson will show you how to use comics in many different ways
School
and for different subjects. Getting students to enjoy reading can take
some time and effort. Fortunately, we have many resources at our
disposal, and plenty of reading choices for picky students. One easy
way to get students reading is to introduce them to comics, a medium
that uses images and text to represent ideas. There are comics for
every student, from the lower level readers to advanced readers.
Comics also allow teachers to sneak in a bit of grammar and writing
practice (Matherne, 2019).
One of the most obvious uses for comics is to get reluctant
readers to actually read. There is an abundance of options available,
from standard comic books to more in-depth graphic novels. If you
simply want your students to enjoy reading, then comics are a great
option. Recently, publishers have offered a larger variety of graphic
novels to readers, including historical non-fiction, memoirs, and even
textbooks. Reading comics is no longer an activity reserved for
children or superhero fans - today, the world of graphic novels is very
compatible with classroom use. Comics can allow teachers to present
repetitive information in a new way. History teachers might use political
cartoons to explain and present ideas to students. Political
cartoons from the past can be a simple way to explore the attitudes
and behaviors of society during a specific time period (Matherne,
2019).
School
Furthermore, comics are fun and similar to using games or music.
Comics positively impacts motivation, lowers affective filter, and allows
for creativity. It can also lead to higher levels of linguistic competence
and pragmatic intelligence. Pragmatic intelligence can promote the
acquisition of L2 pragmatic intelligence as students discuss appropriate
responses (Whiting, 2019).
Comics can help develop improved skills in: Reading – reading
small chunks of language; Listening – listening to themselves, their
classmates and teacher read and discuss a comic; Speaking – reading
the comic aloud, acting the comic out, discussing and explaining; and
Writing – writing their own comics, finishing exis6ng comics (Whiting,
2019).
III. Research Questions
Generally, the study aims to determine how comic strips may be
used in teaching English to promote the speaking ability of Grade 11
students.
Specifically, the study seeks to answer the following questions.
1. How may the speaking ability of the Grade 11 students be
described in terms of
1.1. fluency;
1.2. vocabulary;
School
1.3. grammar; and
1.4. pronunciation?
2. How can the use of comic strips in teaching English promote
speaking ability in terms of
2.1. linguistic competence;
2.2. pragmatic intelligence; and
2.3. cultural competence?
3. How do these interventions influence the level of performance in
speaking of the Grade 11 students of Dr. Juan A. Pastor
Memorial National High School?
4. What other learning interventions may be proposed to enhance
the use of comic strips in teaching English?
IV. Scope and Limitation
This study will focus on how comic strips may be used in teaching
English to promote the speaking ability of Grade 11 students. The study
includes a description of the speaking ability of Grade 11 students in
terms of fluency, vocabulary, grammar, and pronunciation. This also
includes how comic strips promote ability in speaking in English in terms
of linguistic competence, pragmatic intelligence, and cultural
competence. In addition, the study aims to propose other learning
interventions that promote speaking ability in English.

School
The study will use mixed methods in data gathering and
interpretation. Specifically, the study will utilize the survey and interview
techniques in data collection. The population and sample will be limited
to the Grade 11 students and Grade 11 teachers who teach English
subjects. The study will use a researcher-made questionnaire for data
collection. Data will be analyzed using weighted mean, composite
mean, and ranking. Since the study will focus on the personal
responses of the respondents, it is possible that the study may not
achieve the desired objectivity. The background and profile of the
respondents may significantly affect the results of the study.
V. Significance of the Study
This study may be beneficial to the following:
To school administrators, this study may help give them an idea
about the teaching and learning of English in the senior high school
department of the school. Furthermore, through this study, they may
develop programs and policies that will help enhance the teaching of
speaking in English.
To English teachers, this study may help them better understand
the speaking abilities of their students. In addition, this may help them
realize the different strategies they can use in enhancing the speaking
abilities of their students.

School
To Grade 11 learners, this may be beneficial to the students
since this may help further improve their speaking abilities in English.
This study may provide information about the other strategies and
techniques that can be used to enhance the teaching of English and
make it more meaningful and enjoyable.
To parents, this study may help them since this may enhance
their children’s knowledge and skills in English. In addition, this study
may help them better understand how reading materials are essential
in the learning of a language.
To future researchers, this study may serve as a reference for
future related studies. This study may be a starting point for other
related studies in the use of comics in teaching English or in the use of
new and innovative techniques in the teaching of English.
VI. Methodology
This section describes the methodologies, techniques, and tools
that will be used in the conduct of this research with regards to data
collection and analysis.
Research Design
This study aims to determine how comic strips may be used in
teaching English to promote the speaking ability of Grade 11 students.

School
To achieve this purpose, this research will employ the descriptive
research design. In this study, a survey will be conducted using a
researcher-made questionnaire as the main data gathering instrument.
Furthermore, more in-depth data will be gathered through interviews
with select respondents.
According to McDonald and Headlam (2011), descriptive
research is research used to describe a situation, subject, behavior, or
phenomenon. This research design aims to observe a phenomenon as
it occurs naturally. It is used to answer questions of who, what, when,
where, and how associated with a research question or problem.
Descriptive studies are often described as studies that are concerned
with finding out what is.
Specifically, this study will utilize quantitative research methods
which emphasize objective measurements and the statistical,
mathematical, or numerical analysis of data collected through survey
questionnaires and qualitative research methods which is used to gain
an understanding of underlying reasons, opinions, and motivations.
DeFranzo (2011) states that qualitative research is also used to
uncover trends in thought and opinions, and dive deeper into the
problem.
Subjects of the Study

School
The study will be conducted among the Grade 11 students from
Dr. Juan A. Pastor Memorial National High School and the Grade 11
English teachers. Respondents will be chosen based on their
capabilities to provide the needed data for the study.
Data Gathering Instrument
For the purpose of this study, a questionnaire will be used to
describe how comic strips are used in teaching English to promote the
speaking ability of Grade 11 students. This will include information
about the speaking ability of the students and how comic strips are
used to promote ability in speaking. The researcher will construct five
(5) items for each variable.
Furthermore, an interview guide will be used to determine how
comic strips affect the level of performance in speaking of the Grade 11
students.
Construction of questionnaire. The development of the
questionnaire will be done through brainstorming and review of
literature related to the present study. The first part contains the
description of the speaking ability of the Grade 11 learners in terms of
fluency, vocabulary, grammar, and pronunciation. Each variable
contains five (5) items. The second part includes how comic strips can
be used in teaching English to promote ability in speaking in terms of

School
linguistic competence, pragmatic intelligence, and cultural competence.
Five (5) items were constructed for each variable.
Validation of questionnaire. The constructed questionnaire will
be submitted to the research adviser for validation. All the suggestions
and comments to be given will be considered in framing the items of the
final draft of the questionnaire.
Administration of questionnaire. With the approval of the
adviser and after all suggestions are incorporated, the final draft of the
questionnaire will be reproduced for distribution to the target
respondents.
Retrieval of questionnaire. The questionnaires will immediately
be retrieved after the respondents finish answering them. These will
then be analyzed using chosen statistical treatments.
Scoring of response. To determine the speaking ability of the
respondents and how comic strips may be used in teaching English, the
following range and verbal interpretation in the Likert scale will be used.
Option Range Verbal Interpretation

4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 100-1.49 Strongly Disagree
Data Gathering Procedure

School
Prior to the distribution of the questionnaires, the researcher
prepared a letter of request addressed to Dr. Thelma A. Pascua, Principal
IV of Dr. Juan A. Pastor Memorial National High School. With the request
granted, the researcher personally administered the questionnaires to the
respondents.
The researcher explained the purpose of the study and requested
them to answer the questionnaires as honestly and as objectively as they
could.
Data Analysis Plan
This study is grounded on the basic principle of research which is
systematic analysis. Date collected through the chosen methods of
observation and survey were subjected to careful analysis and
interpretation.
The quantitative data collected were analyzed through obtaining
simple frequencies and descriptive statistics.
Results were interpreted using existing literature to further support
the analysis of each variable.
VII. Results and Discussion
1. Speaking Ability of the Grade 11 Students
The data include the speaking ability of the Grade 11 students in
terms of: (a) Fluency, (b) Vocabulary, (c) Grammar, and (d) Pronunciation.
School
Using the Likert Scale, the responses were interpreted as follows:
Options Scale Range Verbal Interpretation

4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree
1.1. Fluency. Table 1 summarizes the speaking ability of the Grade
11 students in terms of fluency.

School
Table 1
Speaking Ability of Grade 11 Students in terms of Fluency
Weighte Verbal
Fluency Rank
d Mean Interpretation
A1 I am comfortable and
confident in speaking in 3.20 Agree 4
English.
A2 I can speak in English
continuously for a long period 2.92 Agree 5
of time.
A3 I can make clear
connections between each 3.24 Agree 2
point that I make.
A4 I can speak English in a
way that my listeners can 3.44 Agree 1
follow what I am saying.
A5 I use proper expressions
3.23 Agree 3
when speaking in English.
Composite Mean 3.21 Agree
Table 1 shows that the students agree that they have good
speaking abilities as seen in the composite mean of 3.21 verbally
interpreted as agree.
The data show that the respondents agree that they can speak in a
way that their listeners can follow what they are saying. This ranked first
School
with the weighted mean of 3.44. On the second rank, the respondents
agree that they can make clear connections between each point that they
make with a weighted mean of 3.24. Third, with a weighted mean of 3.23,
the respondents agree that they use proper expressions when speaking
in English. Fourth in rank and with a weighted mean of 3.20, the
respondents agree that they are comfortable and confident in speaking in
English. Last in rank, the respondents agree that they can speak in
English continuously for a long period of time. This got a weighted mean
of 2.92.
1.2. Vocabulary. Table 2 summarizes the speaking ability of the
Grade 11 students in terms of vocabulary
Table 2
Speaking Ability of Grade 11 Students in terms of Vocabulary
Weighted Verbal
Vocabulary Rank
Mean Interpretation
B1 I know what words to use when
3.32 Agree 1
B2 I have a wide vocabulary. 3.02 Agree 5
B3 I know how to choose the most

3.24 Agree 4
appropriate words for a situation.
B4 I continuously add to my
3.29 Agree 2
vocabulary by learning new words.
B5 I know how to determine the
meaning words depending on how 3.28 Agree 3
they are used in sentences.
School
Table 2 shows that the respondents agree that they have good
speaking abilities in terms of vocabulary as shown in the composite mean
of 3.23.
The respondents agree that they know what words to use when
speaking in English. This got a weighted mean of 3.32 and ranked first.
Second, the respondents agree that they continuously add to their
vocabulary by learning new words. This got a weighted mean of 3.29.
Third, with a weighted mean of 3.28, the respondents agree that they
know how to determine the meaning words depending on how they are
used in sentences. Fourth in rank, the respondents agree that they know
how to choose the most appropriate words for a situation. This got a
weighted mean of 3.24. Last in rank with a weighted mean of 3.02, the
respondents agree that they have a wide vocabulary.
1.3. Grammar. Table 3 summarizes the speaking ability of the
Grade 11 students in terms of grammar.
speaking abilities in terms of grammar as shown in the composite mean
of 3.41.
The respondents strongly agree that they know how to construct
sentences in English. This ranked first with a weighted mean of 3.50.
Second in rank, the respondents agree that they know how to use singular
School
and plural nouns correctly. This got the weighted mean of 3.48. Third and
with a weighted mean of 3.38, the respondents agree that they know how
to use proper subject-verb agreement. Fourth, the respondents agree that
they know how to use the different tenses. This got the weighted mean of
3.36. Last with a weighted mean of 3.34, the respondents agree that they
know how to use pronouns correctly.
Table 3
Speaking Ability of Grade 11 Students in terms of Grammar
Weighte Verbal
Grammar Rank
C1 I know how to construct
3.50 Strongly Agree 1
sentences in English.
C2 I know how to use proper
3.38 Agree 3
subject-verb agreement.
C3 I know how to use the
3.36 Agree 4
different tenses.
C4 I know how to use
3.34 Agree 5
pronouns correctly.
C5 I know how to use singular
3.48 Agree 2
and plural nouns correctly.
School
1.4. Pronunciation. Table 4 summarizes the speaking ability of the
Grade 11 students in terms of pronunciation.
Table 4
Speaking Ability of Grade 11 Students in terms of Pronunciation
Weighte Verbal
Pronunciation Rank
D1 I know how to use proper
word and sentence stress.
D2 I know how to use proper
intonation in speaking in 3.43 Agree 5
English.
D3 I know how to pronounce
3.47 Agree 3.5
English words properly.
D4 I speak in a way that can
be understood by my listeners.
D5 I use pronunciation to
emphasize and to make my 3.47 Agree 3.5
message more impactful.
speaking abilities in terms of grammar as seen in the composite mean
of 3.49.
The data show that the respondents strongly agree that they speak
in a way that can be understood by their listeners. This ranked first and
got a weighted mean of 3.57. In rank two, the respondents also strongly
agree that they know how to use proper word and sentence stress. This
School
got a weighted mean of 3.40. Third in rank and with a weighted mean of
3.47, the respondents agree that they use pronunciation to emphasize
and to make their message more impactful and that they know how to
pronounce English words properly. Lastly, the respondents agree that
they know how to use proper intonation in speaking in English. This got a
weighted mean of 3.43.
2. How Comic Strips Promote Ability in Speaking English
The data include how comic strips promote speaking ability English
in terms of: (a) Linguistic Competence, (b) Pragmatic Intelligence, and (d)
Cultural Competence.
2.1. Linguistic Competence. Table 5 summarizes how comic
strips promote ability in speaking English in terms of linguistic competence.

School
Table 5
How Comic Strips Promote Ability in Speaking English in terms of
Linguistic Competence
Linguistic Competence Weighted Verbal Ran

Using comic strips can… Mean Interpretation k
A1 encourage students to speak
3.25 Agree 2
more confidently in English.
A2 help improve a student’s ability
to choose the proper words to 3.13 Agree 3
use.
A3 help students speak in
3.10 Agree 4
grammatically correct sentences.
A4 help students produce different
3.40 Agree 1
kinds of sentences.
A5 help students learn the rules of
the English grammar more 2.88 Agree 5
effectively.
Table 5 shows that the teacher-respondents agree that comic strips
promote ability in speaking English in terms of linguistic competence as
seen in the composite mean of 3.15.
The data show that the respondents agree that using comic strips
help students produce different kinds of sentences. This ranked first and
got the weighted mean of 3.40. Second, the respondents agree that using
comic strips can encourage students to speak more confidently in English.
This got a weighted mean of 3.25. Third in rank with a weighted mean of
School
3.13, the respondents agree that using comic strips help improve a
student’s ability to choose the proper words to use. Fourth, the
respondents agree that using comic strips help students speak in
grammatically correct sentences. This got a weighted mean of 3.10. Last in
rank with a weighted mean of 2.88, the respondents agree that using
comic strips help students learn the rules of the English grammar more
effectively.
2.2. Pragmatic Intelligence. Table 6 summarizes how comic strips
promote ability in speaking English in terms of pragmatic intelligence.
promote ability in speaking English in terms of pragmatic intelligence as
seen in the composite mean of 3.43.
The data show that the respondents strongly agree that using comic
strips improve a student’s ability to understand context clues and provide a
better understanding of how meaning depends on the manner, place, and
time of the utterance. These ranked first and got the weighted mean of
3.50. Third in rank with a weighted mean of 3.40, the respondents agree
that using comic strips improve a student’s ability to understand another
speaker’s intended meaning. Last in rank with a weighted mean of 3.38,
the respondents agree that using comic strips help students understand
School
the meaning of words and how to use them and help students understand
the concept of intent of a speaker during a conversation.
Table 6
Pragmatic Intelligence
Pragmatic Intelligence Weighte Verbal

Rank
Using comic strips can… d Mean Interpretation
B1 improve a student’s ability
3.50 Strongly Agree 1.5
to understand context clues.
B2 help students understand
the meaning of words and how 3.38 Agree 4.5
to use them.
B3 help students understand
the concept of intent of a 3.38 Agree 4.5
speaker during a conversation.
B4 improve a student’s ability
to understand another 3.40 Agree 3
speaker’s intended meaning.
B5 provide a better
understanding of how meaning
3.50 Strongly Agree 1.5
depends on the manner, place,
and time of the utterance.
School
2.3 Cultural Competence. Table 7 summarizes how comic strips
promote ability in speaking English in terms of cultural competence.
Table 7
Cultural Competence
Cultural Competence Weighte Verbal

Rank
Using comic strips can… d Mean Interpretation
C1 build understanding
3.40 Agree 1
between students.
C2 help students learn to
respect different cultural 3.40 Agree 1
perspectives.
C3 help students better
understand each other’s 3.30 Agree 5
expectations and attitudes.
C4 help students learn how to
choose their words wisely to 3.40 Agree 1
avoid misunderstandings.
C5 provide students with
opportunities to talk about
3.40 Agree 1
different issues in the society in
a creative way.
promote ability in speaking English in terms of cultural intelligence as seen
in the composite mean of 3.35.

School
The data showed that the respondents agree that using comic strips
build understanding between students, help students learn to respect
different cultural perspectives, help students learn how to choose their
words wisely to avoid misunderstandings, and provide students with
opportunities to talk about different issues in the society in a creative way.
These ranked first and got the weighted mean of 3.40. Last in rank with a
weighted mean of 3.30, the respondents agree that using comic strips help
students better understand each other’s expectations and attitudes.
REFERENCES
School
A. BOOKS
McDonald, S. & Headlam, N. (2011). Research methods handbook:
Introductory guide to research methods for social research [PDF].
Retrieved from http://www.cles.org.uk/wp
content/uploads/2011/01/Research-Methods-Handbook.pdf.
B. UNPUBLISHED MATERIALS
Baihaqi, Y. (2016). The effectiveness of using task based language
teaching (TBLT) in teaching the students’ English speaking ability
at the eleventh grade of SMK Penerbangan Aag Adisutjipto
Yogyakarta. Retrieved from
https://www.researchgate.net/publication/319938109_THE_EFFECTI
ENESS_OF_USING_TASK_BASED_LANGUAGE_TEACHING_TBLT
IN_TEACHING_THE_STUDENTS'_ENGLISH_SPEAKING_ABILITY_
T_THE_ELEVENTH_GRADE_OF_SMK_PENERBANGAN_AAG_ADI
UTJIPTO_YOGYAKARTA
Fadilah, F. (2016). Teaching speaking by role-play activity. Retrieved
from https://www.researchgate.net/publication/311905433_
TEACHING_SPEAKING_BY_ROLE-PLAY_ACTIVITY.
C. JOURNALS AND PERIODICALS

School
D. Bharani, T. & Soltani, R. (2012). How to Teach Speaking Skill.
Journal of Education and Practice,3(2), 25-29. Retrieved from
https://pdfs.semanticscholar.org/1416/ff7ee43605aa008f7
c26520ffebee4c346e.pdf.
E. LEGAL DOCUMENTS
F. INTERNET SOURCES
Allen, A. (2019). 4 fundamental communication skills to achieve
success. Retrieved from
https://aboutleaders.com/communication-skills
success/#gs.dbu01g.
Beqiri, G. (2017). The importance of communication skills in business.
Retrieved from https://virtualspeech.com/blog/importance-of
communication-skills.
DeFranzo, S. (2011). What’s the difference between qualitative and
quantitative research. Retrieved from
https://www.snapsurveys.com/blog/qualitative-vs-quantitative
research/.
Ginibo, E. (2012). What is Communication? The Definition of
Communication. Retrieved from
https://www.coammunicationstudies.com/what-is-communication..
School
Kaplan, E. (2019). 6 essential strategies for teaching English language
learners. Retrieved from https://www.edutopia.org/article/6
essentialstrategies-teaching-english-language-learners.
Lavery, C. (2018). Four macro skills of communication. Retrieved from
https://www.teachingenglish.org.uk/article/using-cartoons-comic
strips.
Lewis, B. (2019). Reading, writing, speaking, and listening: The 4 basic
language skills, and how to practice them. Retrieved from
https://www.fluentin3months.com/reading-writing-speaking-and
listening/.
Lucanus, A. (2017). Oral Communication Skills Are Important for
Students. Retrieved fromhttps://collegepuzzle.stanford.edu/oral
communication-skills-are-important-for-students/
Matherne, S. (2019). Using Comics in the Classroom. Retrieved
from https://study.com/academy/lesson/using-comics-in-the
classroom.html
Morehouse, K. (2017). What are the four language skills. Retrieved from
https://www.linguacore.com/blog/the-four-skills/.
Nordquist, R. (2019). What is communication: The art of communicating
and how to use it effectively. Retrieved from
https://www.thoughtco.com/what-is-communication-1689877.
School
Sellars, J. (2017). Comics in the Classroom. Retrieved from
https://www.gse.harvard.edu/news/uk/17/12/comics
classroom.
Sharma, R. (2018). Four macro skills of communication. Retrieved from
https://www.theclassroom.com/four-macro-skills-communication
8313176.html
Whiting, J. (2019). Using Comics in the English Language Classroom.
Retrieved from https://americanenglish.state.gov/files/ae/
resource_files/comicsinlangclassroom-ning.pdf.
School
Appendix
Letter of Permission
November 2019
THELMA A. PASCUA Ed, D.

Principal IV
Dr. Juan A. Pastor Memorial National High School
Talaibon, Ibaan, Batangas
Dear Ma’am:
I am currently taking my Master’s in Education and conducting an action

research entitled “COMIC STRIPS IN TEACHING ENGLISH AMONG
GRADE 11 LEARNERS OF DR. JUAN A. PASTOR MEMORIAL
NATIONAL HIGH SCHOOL” as a requirement.
In connection with this, I would like to ask permission to conduct this research in
our esteemed institution.
I hope this request will merit your kind and favourable consideration.
Thank you very much.
Respectfully yours,
Donnabel Valdez
Teacher II
Noted:
____________________
Research Adviser
Approved:
THELMA A. PASCUA Ed, D.

Principal IV
School
Appendix
Questionnaire
Name: (Optional) _________________________________
Speaking Ability of the Grade 11 Students
Directions: Listed below are the description of your speaking abilities.

Please put a check mark (√) on the column that corresponds to your
answer
4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree
Fluency 4 3 2 1
1. I am comfortable and confident in speaking in
English.
2. I can speak in English continuously for a long
period of time.
3. I can make clear connections between each
point that I make.
4. I can speak English in a way that my listeners
can follow what I am saying.
5. I use proper expressions when speaking in
English.
Vocabulary 4 3 2 1
1. I know what words to use when speaking in
English.
2. I have a wide vocabulary.
3. I know how to choose the most appropriate
words for a situation.
4. I continuously add to my vocabulary by learning
new words.
5. I know how to determine the meaning words
depending on how they are used in sentences.
Grammar 4 3 2 1
1. I know how to construct sentences in English.
School
2. I know how to use proper subject-verb
agreement.
3. I know how to use the different tenses.
4. I know how to use pronouns correctly.
5. I know how to the singular and plural nouns
correctly.
Pronunciation 4 3 2 1
1. I know how to use proper word and sentence
stress.
2. I know how to use proper intonation in
3. I know how to pronounce English words
properly.
3. I speak in a way that can be understood by my
listeners.
4. I use pronunciation to emphasize and to make
my message more impactful.
School
Name: (Optional) ___________________
How Comic Strips Promote Ability in Speaking English
Directions: Listed below are the description of how comic strips can
promote speaking abilities in English. Please put a check mark (√) on
the column that corresponds to your answer
4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree
Linguistic Competence 4 3 2 1
Using comic strips can…
1. encourage students to speak more confidently
in English.
2. help improve a student’s ability to choose the
proper words to use.
3. help students speak in grammatically correct
sentences.
4. help students produce different kinds of
sentences.
5. help students learn the rules of the English
grammar more effectively.
Pragmatic Intelligence 4 3 2 1
1. improve a student’s ability to understand
context clues.
2. help students understand the meaning of words
and how to use them.
3. help students understand the concept of intent
of a speaker during a conversation.
4. improve a student’s ability to understand
another speaker’s intended meaning.
School
5. provide a better understanding of how meaning
depends on the manner, place, and time of the
utterance.
Cultural Competence 4 3 2 1
1. build understanding between students.
2. help students learn to respect different cultural
perspectives.
3. help students better understand each other’s
expectations and attitudes.
4. help students learn how to choose their words
wisely to avoid misunderstandings.
5. provide students with opportunities to talk
about different issues in the society in a
creative way.

Golden Gate Colleges Graduate School: I. Context and Rationale

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Golden Gate Colleges Graduate School: I. Context and Rationale

Загружено:

Авторское право:

Доступные форматы

Golden Gate Colleges Graduate

I. Context and Rationale

Communication – the human connection – is the key to personal

and career success. Communication is the act of conveying information

for the purpose of creating a shared understanding. It is something that

communis meaning to share, and includes verbal, non-verbal and

electronic means of human interaction. Scholars who study

communication analyze the development of communication skills in

humans and theorize about how communication can be made more

Humans convey information through a variety of methods:

speaking, telephones, email, blogs, TV, art, hand gestures, facial

expressions, body language and even social contexts. Communication

can occur instantaneously in closed, intimate settings or over great

forms of communication require the same basic elements: a speaker or

sender of information, a message, and an audience or recipient. The

sender and recipient must also share a common language or means of

understanding each other for communication to be successful. As such,

a study of communication often examines the development and

structure of language, including the mathematical languages used in

intrapersonal skills. These include speaking, listening, observing,

questioning, processing, analyzing and evaluating. Recipients of a

the message’s context, resolve any misunderstandings, accurately

essential to learning, forming healthy relationships, creating a sense of

community and achieving success in the workplace.

As a field of study, communication spans a broad, rich array of

subjects, including sociology, psychology, philosophy, political science,

linguistics, history, literature, criticism and rhetoric. Although much of

the field’s subject matter is theoretical in nature, communication studies

have proven applicable to business, film, theater, composition,

advertising, education, foreign policy and computer science.

In today’s globalized, media-driven world, communication studies

seek new, inventive ways to draw Internet users to their websites.

Public policy writers debate society’s most pressing issues. Through

linguistics, computer scientists are developing programming languages

that may someday allow humans to interact directly with computers.

Students who earn degrees in communication often hold highly

influential positions as journalists, editors, university professors, public

motivational speakers and political campaign managers. To

communicate is to shape the world (Ginibo, 2012).

The ability to communicate information accurately, clearly, and as

intended, is a vital life skill and something that should not be

overlooked. It is never too late to work on one’s communication skills

appropriately with a variety of people whilst maintaining good eye

contact, demonstrate a varied vocabulary and tailor one’s language to a

specific audience, listen effectively, present ideas appropriately, write

essential skills that most employers seek.

need for complete communication. When people learn their native

skills of language (also known as the four skills of language learning)

are a set of four capabilities that allow an individual to comprehend and

produce spoken language for proper and effective interpersonal

communication. These skills are Listening, Speaking, Reading, and

Writing. In the context of first-language acquisition, the four skills are

often called LSRW skills.

Speaking is the second language skill. This vocalized form of

language usually requires at least one listener. When two or more

people speak or talk to each other, the conversation is called a

form of dialogue. It can also be planned and rehearsed, as in the

delivery of a speech or presentation. Speaking is probably the language

skill that most language learners wish to perfect as soon as possible

Speaking entails learning pronunciation, fluency, dialect,

intonation, stress rhythm, interaction, practice and communication. The

goal of teaching speaking skills is communicative efficiency. Learners

should be able to make themselves understand, using their current