M O T I VA T I O N A L A C T I V I T I E S T O E N H A N C E T H E E N G L I S H

ORAL COMMUNICATION PERFORMANCE OF THE

GRADE 11 INDIGENOUS PEOPLE STUDENTS
O F S T O. N I N O I N T E G R A T E D S C H O O L

Caroline B. Quintana

Jose B. Manzanero, Jr.

 RATIONALE
Education is considered as the primary mode to mitigate
the negative impact of poverty and other social factors that put the
youth at risk of facing an uncertain future. But economically
disadvantaged communities in remote areas and indigenous
populations are known to be early school leavers, dropping out in
midstream, and are unable to complete the full cycle of basic
education. Poverty and marginalization result to failure in defending
their rights and prevent their finding ways to bridge the gap
between their culture and the rest of the world. Specifically, they
cannot benefit from front-line services because difficult
communications prevent them from telling the government what
they need.
 RATIONALE
The researchers deemed it necessary to conduct this study
to investigate the nature of the IP students with respect to their
learning styles to design a program that will motivate them to see
the relevance of the English oral communication in their
education, travel, health, employment, protecting rights, and
relationships. Moreover, this study will ensure the IP learners’
capacity for language learning is maximized specially that
communication is one of the basic skills, and that the 2C-2I-1R
pedagogical approaches required by Section 5.e of the Republic
Act 10533 generally involves many forms of English speaking
tasks.
 K E Y L I T E R AT U R E
As stated by Pintrich et.al (2008), motivation leads to
increased effort and energy that learners expend in activities directly
related to their needs and goals. Motivation determines whether they
pursue a task enthusiastically and wholeheartedly or apathetically and
lackadaisically. This is further supported by Larson (2012) when he
found out in his study that motivation increases initiation and
persistence in activities among learners that they are more likely to
continue working at it until they have completed it even if they would
be occasionally interrupted or get frustrated in the process. In general,
motivation increases time on task, an important factor affecting their
learning and achievement.
 METHODOLOGY
Survey Method Interview Method

The respondents were The respondents were

asked to indicate their interviewed about the
responses on the learning reasons and causes of their
style survey form using hesitance to complete or
descriptive indicators participate in school tasks
Agree, Strongly Agree, involving English oral
Disagree, and Strongly communication.
Disagree.
 METHODOLOGY
Respondents Data Analysis

α 16 Grade 11 IP α Frequency and percentage

students distribution is used to
determine the learning styles
α 5 teachers handling
of the respondents
subjects that use English
α The Output underwent
Language as medium of
expert content and technical
instruction validation of the SDO-Rizal
LRMDS.
 FINDINGS

The Grade 11 IPs are…

 Visual Learners  Sharpener

 Introverted  Deductive
 Random-Intuitive  Field independent-Field
 Closure-Oriented Dependent

 Particular  Reflective

 Synthesizing  Literal
 FINDINGS

 80% of the subject teachers using the English language as medium of

instruction observed an improvement on the performance of the 16 IP
students undergoing CuBE PIES in school activities involving English oral
communication skills, as manifested in their increased oral recitation grades,
improved frequency of speech tasks completion, and raised written Oral
Communication activity scores. Specifically, the teachers observed that the IP
learners became more eager and excited to participate in other performance
tasks such as joining English reading competitions, oratorical contest, and
declamation contest. However, sometimes the respondents still lag behind
activity scores from other subjects using the English language, and when given
additional make-up tasks from the intervention program, three IPs asked
whether it is a sort of “punishment” for not meeting the passing scores. Here,
the teachers reiterated the importance of good grades in graduation and
college admission, causing them immediate boost of extrinsic motivation.
 IMPLICATIONS
This research recognizes the IP students to be
equally in need of learning as non-IPs, and values
cultural integrity through mainstreaming aspects
of their beliefs and traditions in the Oral
Communication curriculum. The output of this
research promotes IP learners’ empowerment and
participation, and enhances creative and analytical
thinking.
 R E C O M M E N DAT I O N :
ENHANCEMENT PROGRAM

Culture-based Enhancement Program for Improved

English Speech (CuBE PIES) –identifies aspects of IP
culture as motivation for learning to speak the English
language; designed to change the perception of the IP
learners on the relevance of the English oral
communication in their lives; caters to the types of
learners identified in the study; utilizes 2C-2I-1R
pedagogical approaches; aims to maximize IP capacity
for learning.