Undergraduate Thesis Bachelor of elementary Education Area of Specialization Content Courses University of Rizal System Rodriguez, Rizal 2014

This study primarily aimed to determine the level of oral communication skills of Grade V pupils of Kasiglahan Village Elementary School during the School Year of 2014-2015.

This study employed the descriptive evaluative method with the design for it involved description, recording, analysis, evaluation and interpretation of the present nature, composition or process of the phenomena. It utilized questionnaire-checklist for the profile and researchers' guideline or rubrics in observing the pronunciation, and fluency and spontaneity. Researchers used video camera to record the activities and to validate their observation.

The observed results were tallied, computed and interpreted using the appropriate statistical treatment. Frequency and percentage were used to determine the profile of the respondents in terms of sex, language spoken at home, and parents highest educational attainment. Frequency and percentage distribution were used to determine the level of oral communication skills of the respondents in terms of pronunciation, and fluency and spontaneity. The t-test was applied to determine if a significant difference occurred in the oral communication skills of the respondents when grouped according to their profile.

Based on the data gathered from the respondents, the following were the obtained findings: On the profile of the respondents, in terms of gender, males had a frequency of 6 or 20 percent while the females had a frequency of 24 or 80 percent. In terms of language spoken at home, prominent among the language spoken at home was Tagalog with a frequency of 30 or 71.43 percent. In terms of educational attainment, most of the parents' highest educational attainment was College Level with a frequency of 16 or 53.33 percent.

On the level of oral communication skills of the respondents, in terms of pronunciation, the highest frequency of 17 or 56.67 was obtained by the score 44 and below verbally interpreted beginning. In terms of fluency and spontaneity, there were 23 students or 76.67 percent who obtained the score of 55 and below verbally interpreted beginning.

On the significant difference on the oral communication skills, the computed t-value in terms of pronunciation was 2.38 while in terms of fluency and spontaneity was 1.82. Their p-values were .745 and 54 respectively which were greater than .05 level of significance. Thus, the null hypothesis was failed to be rejected. Therefore, there was no significant difference on the level of oral communication skills in terms of pronunciation and fluency and spontaneity when the respondents were grouped according to gender. When grouped according to language spoken at home and parents highest educational attainment, the computed f-value in terms of pronunciation was 3.045 while in terms of fluency and spontaneity was 4.23. The p-values were 79 and 899 respectively, which were greater than .05 level of significance. Thus, the null hypothesis was failed to be rejected. Therefore, there was no significant difference on the level of oral communication skills in terms of pronunciation and fluency and spontaneity when the respondents were grouped according to language spoken at home and parents highest educational attainment.

Based from the summary of findings, the following conclusions were drawn: Most of the parents of the respondents are degree holders, and they speak Tagalog at home. The Level of Oral Communication Skills of the pupils in terms of Pronunciation, and Fluency and Spontaneity are beginning. Regardless of gender, language spoken at home, and parents highest educational attainment, the Grade five pupils performed similarly.

Based on the findings and conclusions made from this study, the following recommendations were suggested: School administration should provide materials in which the pupils will enhance their skills in speaking for them to communicate well in English Language. They should encourage them to build a self- confidence, for them to be able to express their feelings using English Language. English Teachers should encourage their pupils to continue practicing their pronunciation and study the words correctly. It has a great impact for them if the teachers will be the role models of the language they master to speak. Parents should train their children to speak and learn new words in order for them to discover and explore the vocabulary words. It will be of great help for them to communicate correctly with their peers. Parents should guide their children in learning the second language. Pupils should be helped by the teachers get themselves aware of their speaking barriers and should be encouraged to overcome them. Similar studies should be undertaken by future researchers to determine the Level of Oral Communication Skills and continue to find new information that will be brought by these skills to young children.