Oral language characteristics and writing proficiency of grade 7 students
Eden Grace S. Busto...[et.al].
- c2015.
- 56 leaves : illustrations ; 28 cm.
EXECUTIVE SUMMARY: The study sought to find the common oral language characteristics and writing proficiency of grade 7 students from University of Rizal System Laboratory School and Morong National High School. The study utilized the descriptive-evaluative method of research since it aimed to evaluate the oral language characteristics and the writing proficiency of the respondents, and thus the gathered data was evaluated and later interpreted. Moreover, systematic sampling technique was applied in determining the thirty respondents from URS Laboratory School and another thirty respondents from Morong National High School, for a total of sixty respondents who are all grade 7 students. The researchers conducted an interview to determine the common oral language characteristics. To find the level of writing proficiency with respect to grammar, punctuations, and spelling, mean was utilized. Frequency was used to compute for the common oral language characteristics of the respondents in terms of formality, informality, colloquial words, slang words, gay language, jejemon language, and internet slang. On determining the respondents' level of writing proficiency with respect to grammar, punctuations, and spelling, the formula for computed mean was also utilized. On the significant relationship between oral language characteristics and writing proficiency, Chi-square was used. From the analysis of data the following conclusions were summarized: The most common oral language characteristic uttered by grade 7 students from school A is formal language while the grade 7 students from school B use frequently informal language. On the level of writing proficiency of the respondents, with respect to grammar, School A has obtained a mean of 6.6 with a verbal interpretation developing and School B has obtained a mean of 9.53 with a verbal interpretation approaching proficiency; with respect to punctuations, the computed mean of School A is 6.33 which is verbally interpreted as developing while the computed mean for school B is 10.96 which is verbally interpreted as approaching proficiency; in terms of spelling, the computed mean for School A is 9.53 with a verbal interpretation of approaching proficiency and the computed mean for school B is 4.3 with a verbal interpretation of approaching proficiency; and the respondents' oral language characteristics have no significant relationship with their writing proficiency. Based on the summary of findings and conclusions drawn, it was recommended that the English Department of the school must offer different programs that will help improve students' oral skills and must enlighten them on the relevance of the use of language in context; the English department of the school must also propose different activities or programs that will help improve the level of writing proficiency of the students in terms of grammar, punctuation, and spelling; and conduct follow-up studies considering other variables.