“ UNDERSTANDING ROLE OF ENGLISH COMMUNICATION SKILLS

AMONG TVL STUDENTS IN SKILLS, SENIOR HIGH SCHOOL”

A concept paper presented to the School of Knowledge for Industrial Labor,

Leadership and Service Senior High School
General Maxilum Avenue

A concept paper proposed by following proponents

Albores, Nicole Yankin

March 2024
Proposed Title of Research Interest

“ Understanding role of English Communication Skills among TVL Students in

SKILLS, Senior High School”

Area of Study ( Field of Specialization)

Background of the Study ( What have you read that had an impact on your thinking
about the topic)

In the Philippines, English has been the medium of instruction since the
beginning of the 20th century during the arrival of the Americans. This has been
incorporated holistically in the society through the educational system,
communication, mass media, publications and social media. It is given therefore that
Filipino learners are bilingual-- i.e., speaking both Filipino (the native tongue) and
English as Second Language ( Fe Atanacio Blas et al., 2018). It was also even
indicated in Executive Order No. 210 of the Philippines and Department of Education
(DepEd) Order No. 36, S. 2006 that the primary medium of instruction in all public
and private secondary schools must be English. According to (H. T. T. Nguyen 2020)
English is regarded a second languages in practically every nation where it is not the
native tongue. The primary purpose of learning any language is to acquire simple
vocabulary that can be used in everyday situations. As a consequence, today's
workforce is expected to be highly skilled, with the capacity to continually improve
their talents and engage in lifelong development

The Philippine educational system underwent a transformative change with the

implementation of the K to 12 program, marking a significant milestone in the
education. The K to 12 program or the Senior High (SHS) in the Philippines marked a
significant shift in the country's educational system, introducing global standards and
equipping Filipino students with the necessary skills and cater there interest and
career aspiration for the 21st-century workforce, expanding the basic education cycle
which is the Technical Vocational Livelihood (TVL) track. The TVL track is
designed to provide students with the skills and knowledge needed to pursue like
vocational careers in various fields like technology, culinary arts, health care courses
and electronics, and other catering diverse talents and interests of Filipino youth and
industries seeking skilled workers. In this case the English Communication Skills
among TVL students is crucial for ensuring their success in both academic and
professional spheres.It serve as a gateway to opportunities for TVL students, enabling
them to effectively navigate academic, professional skills both locally and
internationally. With this, the communication is the act of conveying information
from one place, individual, or organisation to others. Any communications involves a
transmitter, an information, and a receiver. Although this might seem to be a simple
notion, learning english communication skills is really a very complex subject. The
message's path from source to destinations might be influenced by a multitude of
circumstances. Our feelings, our cultural background, the communication channel we
use, and even our physical location are all aspects to consider. ( Nazia Hasan et al.,
2022).

According to ( John Meldwin B. Baronia 2020) The ability to communicate

entails skill in speaking and confidence. The two can only be achieved when a person
is grammatically competent. While some students might be effective English
speakers, guidance is still required to become effective authors. Likewise, many
students in the Philippines have poor writing abilities as revealed in the results of
2012 National Career Assessment Examination. Thus, the sentence construction is
needed. In the academic setting, the researcher observed that not all K-12 Technical-
Vocational-Livelihood Strand students are grammatically competent yet. These
students have been studying English for 11 years and only a few are communicating
their emotions or ideas in class confidently and fluently while many do not speak
although they have ideas on mind.

Nowadays, English has become the primary language of global

communication. Proficiency in English enables TVL students to interact to other
people, cultural backgrounds, and facilitating collaboration globally. In many
domains, including science, technology, and business, English is the primary
language. TVL students' learning and skills are enhanced when they have strong
English communication skills because they can access a multitude of English-
language opportunities, resources, and information.
 According to Dash, B. B. (2013) in their study entitled Language Skills: A
study of Improving English Speaking Skills Through English Reading Skills, “a
‘skill’ is defined as the ability to perform a task. Communication is an activity–
something that we do. When we communicate, we have to perform various ‘tasks’.
The successful performance of this task requires a great deal of skill.Since
communication is mostly through ‘language’,‘communication skills’ are also
sometimes described Language Skills. The term language skill refers to a person’s
ability to use language effectively, in its spoken and written forms, for different
activities and purposes. There are major language skills, which must be acquired by
all language users.” The researchersʼ study talks about how people especially students
improve their English communication skills through speaking. The study also talked
about the definition of skills and communication. The importance of this study is that
it focuses on how people especially students improve their english communication
skills through speaking and reading.

Additionally, students who speak English well have an advantage over others
when applying for jobs because they can interact with clients, customers, and
coworkers in English-speaking settings. Moreover, english proficiency opens doors to
international opportunities for TVL students, such as study abroad programs,
exchange opportunities, and employment opportunities in multinational
corporations.With a strong English skills can build professional relationships,
participate in international, and access global markets, expanding their career
opportunities and professional skills. In this way it enable students to navigate diverse
cultural environments with confidence and personal growth to TVL students to
express themselves effectively, engage in meaningful interactions, and broaden their
perspectives, thereby enabling their success in various life aspects and goals.

There are gap concerning the profile or practices of students in enhancing

English communication skills among TVL students. Firstly,there’s a lack of studies
examining the specific practices and strategies employed by TVL students to enhance
their English Communication Skills. Moreover, delving in understanding the profile
of students, including their learning styles and behaviors, preferences, and the
language they also use in everyday routine ( the native tongue) is crucial for
identifying effective ways on how to improve and support their English language
development.

Furthermore, there is limited research on the challenges or struggles

encountered by TVL students in improving their English communication skills. The
factors such as limited exposure to English-speaking environments, the audacity or
boldness to speak up in english manner, also the frightened feeling when it comes to
using the language infront of other people because of the thinking that they might
make a mistake, and lastly the limited access to language resources such as text book
including the availability of library, online learning platform, and the support and
guidance of teachers may contribute to these difficulties.

Moreover, the reasons or factors contributing to the lack of English

communication skills among TVL students remain deficient to understood and it’s
important to know and understand such as the vocabulary, the self-esteem and
confidence that also become their barrier to share their ideas and feelings and interest.
the reasons behind of it especially there still a lack of research that gives concreate
information underlying factors and their interplay in shaping students' English
language learning experiences.

Lastly, despite the existence of strategies to improve English communication

skills among TVL students, there is a lack of research on the implementation of how
to give them a better solution that could help them become more proficient in the field
that they would going to choose someday.

By gaining a deeper understanding the role of students' profiles and practices,

challenges or struggles, reasons and factor , and the ways or solution of TVL students
in improving their English Communication Skills it would help them to realize and
understand the importance of learning English ( second language). Additionally, It
ultimately empower students to succeed in both academic and future goals they want
to pursue.
Statement of the Problem

This study aims to determine the understanding role of english communication

skills among TVL Students, with a specific gap existing such as knowing the profile
or practices of students, the challenges they encountered, reasons or factors, and the
solutions or ways to implement the proficiency of TVL Students in learning English
Communication skills.

The purpose of this study is to understand the role of English Communication

Skills among Technical Vocational Livelihood (TVL) Students in School of
Knowledge for Industrial Labor, Leadership and Service Senior High School. By
examining also the factors, the study aims to identify challenges faced by TVL
students in enchancing and applying English Comunication Skills. In these study it
provide recommendations and strategies to enhance English language. In this case the
problem that TVL students facing nowadays are the difficulties in learning and using
English and by that the ways to improve it is by Implementing English club and other
programs that would help them to speak up and use it for there future profession.

Specifically, this seeks to answer the following questions:

1. What profile or practices of TVL students in using English Communication skills?

2. What are the challenges encountered by TVL students in utilizing Englis
communication skills?
3. What are the reasons or factors why TVL students are having difficulties in
English Communication Skills?
4. What are the solutions or ways that can be implemented to improve English
communication skills proficiency among TVL students?

Research and Locale and Respondents

The study will be conducted inside the premises of SKILLS, Senior High School.
This school is located at General Maxilum Avenue, Cebu City. The respondents of
this study will be Grade 11 and 12 TVL Students that are specifically targeted due to
their vocational interest and level of education and the profession they wanted to
pursue. This would help researcher discover the factors of the difficulties of students
and how English Communication Skills become a way for them to succeed in
achieving there goals.

Literature Review

 According to ( Fe Atanacio Blas et al., 2018). this study entitiled Articulated

Difficulties of Grade 11 Students at Taytay Senior High School ( TSHS) in
English Proficiency, “English has been the medium of instruction since the
beginning of the 20th century in the Philippines during the arrival of the
Americans. This has been incorporated holistically in the society through the
educational system, communication, mass media, publications and social media.
It is given therefore that Filipino learners are bilingual-- i.e., speaking both
Filipino (the native tongue) and English as Second Language (ESL). In this study,
the researchers probed deeper into the articulated ways to help them overcome
such difficulties in English proficiency. As a descriptive study, the researchers
used pre-survey, survey, FGD and extensive literature review as methodologies.
The survey results revealed problematic stages on vocabulary, training and
knowledge, confidence and self-esteem and interest. Articulated in the FGD
furthermore were issues of generation, practice/articulation, and system as factors
that led to difficulties in reading writing, speaking and listening.”

 According to (John Meldwin B. Baronia) this study entitled : Enhancing the

Sentence Construction Skills of Tvl Students Through Instruct, Integrate, Involve
(3I’S) Method “ The ability to communicate entails skill in speaking and
confidence. The two can only be achieved when a person is grammatically
competent. While some students might be effective English speakers, guidance is
still required to become effective authors. Likewise, many students in the
Philippines have poor writing abilities as revealed in the results of 2012 National
Career Assessment Examination. Thus, the sentence construction is needed. In
the academic setting, the researcher observed that not all K-12 Technical-
Vocational-Livelihood Strand students are grammatically competent yet. These
students have been studying English for 11 years and only a few are
 communicating their emotions or ideas in class confidently and fluently while
many do not speak although they have ideas on mind.”

 According to Dash, B. B. (2013) in their study entitled Language Skills: A study

of Improving English Speaking Skills Through English Reading Skills, “a ‘skill’
is defined as the ability to perform a task. Communication is an activity–
something that we do. When we communicate, we have to perform various
‘tasks’. The successful performance of this task requires a great deal of
skill.Since communication is mostly through ‘language’,‘communication skills’
are also sometimes described Language Skills. The term language skill refers to a
person’s ability to use language effectively, in its spoken and written forms, for
different activities and purposes. There are major language skills, which must be
acquired by all language users.” The researchersʼ study talks about how people
especially students improve their English communication skills through speaking.
The study also talked about the definition of skills and communication. The
importance of this study is that it focuses on how people especially students
improve their english communication skills through speaking and reading.

 According to( Nazia Hasan et al., 2022). the communication is the act of
conveying information from one place, individual, or organisation to others. Any
communications involves a transmitter, an information, and a receiver. Although
this might seem to be a simple notion, learning english communication skills is
really a very complex subject. The message's path from source to destinations
might be influenced by a multitude of circumstances. Our feelings, our cultural
background, the communication channel we use, and even our physical location
are all aspects to consider.

 Implementing Rules and Regulations on executive order No. 210 ( Establishing

the Policy to Strengthen thr use of the English Language as a medium of
instruction in the Educational System) It tells the increased time allotment in the use
of English for classroom instruction as stipulated in DepED Order No. 36, s. 2006 and
pursuant to the provisions of Executive Order No. 210 is hereby reiterated. Filipino and
English shall remain the languages of instruction as per the Bilingual Education Policy
and the local languages are to be used as auxiliary languages of instruction for formal
 education and for the alternative learning system. The use of the mother tongue as the
language of instruction beginning in Grade 1 is now recognized as the most effective
way to improve student learning and shall also serve as a strong bridge language to learn
a second language better and faster. For learners in the alternative learning system, the
mother tongue is likewise recommended as the language of instruction for basic literacy.

All Bureau Directors are hereby directed to provide the field offices through the regional
offices successful models of language of learning that have been developed and have
resulted in the students’/learners’ higher cognitive development and faster acquisition of
basic literacy. The integration into the improvement plans of schools and learning centers
of projects to use the mother tongue as the language of instruction beginning Grade 1 (or
its equivalent level in ALS) is encouraged.

The utilization of MOOE, school board funds and other funds is hereby authorized for
the following expenditures that may be required during the planning and implementation
phases of using the mother tongue as a language of instruction: a) developing, printing
and distributing teachers’/facilitators’ guides, students’/learners’ workbooks, and other
instructional materials; b) training of teachers and hiring of specialists; and c) other
auxiliary services including advocacy work and community mobilization and evaluation
and monitoring of learning outcomes. Immediate dissemination of and compliance with
this Order is directed.

Theoretical Framework

John O Greene stated by his theory the “"Encyclopedia of Communication

Theory.", that “at the very core, communication skill simply concerns the proficiency
or quality of one’s communicative performance. Just as people’s dancing, driving, or
chess playing reflects a certain level of proficiency, so too do their various
communication activities, such as listening, public speaking, and making small talk.
Communication skill is one of the most extensively and intensively studied of all
aspects of human behavior, in part because it is fascinating in its own right, but also
because communication skill is vitally important to one’s well-being: Skillful
communicators are happier and healthier, enjoy more satisfying interpersonal
relationships, and perform better in school and in their jobs.” the communication
skills encompass a broad range of abilities related to conveying information
effectively, including verbal and nonverbal communication, active listening, empathy,
clarity, and persuasion, among others. Many scholars and researchers have
contributed to the understanding and development of communication skills theory
over the years.

Proposed Methods/ Procedures

Research Instrument

To carry out the relevant informations regarding to this study, the researchers
would use an interview guide while having conversation and asked open-ended
questions to provide participants the chance to comment on their ideas, sentiments,
and opinions regarding to the following questions to know their encountered problem
and ways to improve their English Communication Skills. The data was gathered
through questionnaires that was distributed to the respondents. The instrument was
prepared by the researchers.

Data Gathering Procedure

This study followed following procedure:

Firstly, the researchers made a research title along with it’s problem statement
which the research teacher evaluated and eventually approved. The researchers
continued with the writing process and proceed to the remaining parts to complete the
work and propose it later on.

Secondly, the researchers would gather the sample respondents to finalized the
final population. A letter requesting the approval of the respondents with their parents
would be given before the interview or formal conduct of the study.

After that, a letter of permission would also be sent to the campus principal and
other campus officials of SKILLS, Inc. Senior High School to ask for approval in
conducting the gathering of data within the property of the campus.
 Hereafter, the researchers could now conduct and apply the research instruments
to all the respondents. Wherein, the respondents would answer and finish it in the
given time which is 30 minutes.

Finally, the data gathered would be finalized. In completing the study , the
researchers would interpret the data and analyze to make and achieve the final results
and solutions or recommendation to the problem.

TIMELINE
References

A. Books, Magazine, Journal, Researches

Atanacio Blas, F., Meraña, M., Averion, R. F., Badanoy, M. A., De Leon, A. L.,
Ragudo, Y. C., ... & Vargas, M. G. (2018). Articulated difficulties of grade 11
students at Taytay Senior High School (TSHS) in English proficiency.
PEOPLE: International Journal of Social Sciences, 3(3), 1186-1202

Hasan, N., Pandey, M. K., Ansari, S. N., & Purohit, V. R. (2022). An Analysis of
English Communication Skills. World Journal of English Language, 12(3), 194-
202.

BARONIA, J. M. B. (2020). Enhancing the Sentence Construction Skills of Tvl

Students Through Instruct, Integrate, Involve (3I’S) Method. IOER
International Multidisciplinary Research Journal, 2(2), 46-51.

Dash, B. B. (2013). Language Skills: A study of Improving English Speaking Skills

Through English Reading Skills. International Journal of technical & Non-
tecnical Research, 4(4), 67-73.

DepED Order: (No. 36, s. 2006)

Allotment: 1–(D.O. 50-97)