This document provides a summary of a thesis proposal that aims to analyze the English oral communication skills of 9th grade students at CINDEA 28 Millas school in Bataan, Philippines in 2018. The proposal includes a justification, problem statement, objectives, variables, theoretical framework, methodology, population and sample, analysis of observations, interviews and questionnaires, conclusions and recommendations. It also proposes the development of a website to apply oral speaking skills in EFL classes and improve students' oral performance, including phases for creation, dissemination and application of the site.

1. TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN ENSEÑANZA
DEL INGLÉS
“ANALYSIS OF THE ENGLISH ORAL
SPEAKING SKILL OF 9TH GRADERS, FROM
CINDEA 28 MILLAS, BATAAN, 2018”
UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
GIOVANNIE BOGARÍN MARTÍNEZ
SETIEMBRE, 2018.

2. JUSTIFICATION
Lightbown and Spada (1999: p.11) point out two different
ways of instructing pupils when teaching a foreign
language, where the traditional instruction environment
focuses on learning the target language itself and the
communicative instruction environment emphasizes using
the target language in conversations and other interactive
language activities.

3. PROBLEM STATEMENT
How to improve the English speaking skill of 9th graders
into the classroom at CINDEA Bataan, 2018?

4. GENERAL OBJECTIVE
To analyze the English oral communication skills of 9th
graders with the purpose of achieve a good English
pronunciation at CINDEA, Bataan, 2018.

5. SPECIFIC OBJECTIVES
To identify strategies that teachers use for teaching oral
communication skills in the EFL classroom for a good
performance in the English Language.
To describe strategies that students use for English
learning oral communication skills in the EFL classroom
for improving the abilities of the students.
To recognize beliefs of teachers about English oral
communication skills in the EFL classroom for facilitating
the English performance.

6. To state tasks that can be suitable for improving English
oral communication skills in the EFL classroom for making
learning progress effective.
To propose an understandable English oral
communication workshop in the students for encourage
them to use the language.

7. VARIABLES
English strategies used by teachers for oral
communication.
English strategies used by students for English oral
communication.
Beliefs of teachers relating English oral communication.
Suitable tasks for English oral communication.

8. THE INSTITUTION
• CINDEA 28 Millas is located in Bataan, Matina, Limon.
• It was founded in 1990 because of the increase of
students at CINDEA 28 Millas.
• It has a total population of almost 300 students
• 50 students are from 9th grade.
• The institution staff is approximately 30 teachers and the
English teachers are 5.

9. THEORETICAL FRAMEWORK
Making mistakes is a natural part of the language learning
process. The key is to learn from these mistakes. Don’t be
afraid to try out new things in English but always
remember to reflect on them and decide what was
successful and what you need to keep working on.
Ever tried. Ever failed. No matter. Try again. Fail again.
Fail better. Samuel Beckett

10. Learning a skill such as a new language can take a long
time. If you feel like your progress is slow, bear in mind
these wise words from Confucius. The important thing is to
keep going and you will get there in the end.
It doesn’t matter how slowly you go as long as you do not
stop. Confucius

11. METHODOLOGYCAL FRAMEWORK
DESCRIPTIVE RESEARCH: Descriptive research is an
effective way to obtain information used in devising
hypotheses and proposing associations‖ Monsen & Van
Horn, (2008: p. 18).
EXPLORATORY RESEARCH: The explorative research is
used to solve a problem which has not been clear.
Explorative research encourages to determine the best
research design, data collecting and selection of topics.

12. QUANTITATIVE APPROACH: Quantitative research uses
numbers to test hypothesis and make predictions by using
measured amounts, and ultimately describe an event by
using figures. By using numbers, the researcher has the
opportunity to used advanced and powerful statistical tests
to ensure that the results have a statistical relationship
and are not just a fluke observation.
QUALITATIVE APPROACH: Describes the kind and
quality of a subject, while interpreting and attempting to
understand an event. By using narrative descriptions, the
purpose of qualitative research is to give someone a
mental picture of what the research is seeing.

13. MIXED APPROACH: Furthermore, the research design is
the sequential transformative strategy which has a
theoretical perspective to guide the study Creswell, (2003:
p. 216) for sure, in this inquiry the theoretical claims will
help to support and prove the effectiveness of oral and
written authentic materials in the selected population
through the methods for being applied with the same
priority each one and support the findings with the use of
quantitative and qualitative methods could be used first
and have the same priority during the interpretation.

14. POPULATION: The population of this investigation will be
made up of two English teachers and fifty students ninth
graders group 9 at CINDEA 28 Millas, 2018, Bataan,
Limón. The student ages range from 16 to 42 years old.
SAMPLE: The main focus will be 50 students from 9th
grade from CINDEA 28 Millas applying all quantitative
selected instruments for this research (observation,
interview, questionnaire) as well as applying the qualitative
approach (observation and interviews).

15. ANALYSIS OF THE OBSERVATION
 Students do not speak English in EFL classes.
 Teacher use copies, books and booklets for their
teaching.
 Skills are evaluated by working in group, finishing
excersices and oral presenations.

16. ANALYSIS OF THE INTERVIEW
 Teachers say that students are shy sometimes when
they have to speak English.
 Main focus is based on passing the Bachillerato exam.
 Activities for improving speaking are oral presentations.
 Listening materials are; movies, audios, songs and
videos.

17. ANALYSIS OF THE QUESTIONNAIRES
STRATEGIES USED BY THE TEACHER TO IMPROVE
THE ORAL SEPAKING SKILL IN ENGLISH WITH THE
STUDENTS
68,18%
81,82%
50,00%
31,82%
59,09%
Songs Oral Presentations Tv Shows Movies Videos

18. BENEFITS OF THE STRATEGIES USE BY THE
TEACHER TO IMPROVE ORAL SPEAKING SKILL
31,82%
68,18%
Song Oral presentations

19. TWO MOST USEFUL STRATEGIES USED BY THE
TEACHER TO IMPROVE ORAL SPEAKING SKILL
31,82%
68,18%
Song Oral Presenataions

20. EFFECTIVENESS OF TEACHER STRATEGIES IN EFL
CLASSES
9,09%
36,36%
22,73%
31,82%
Games Videos Dramatizations Interview

21. ORAL AND LISTENING ACTIVITIES THE TEACHER
DOES IN THE ENGLISH CLASS
36,36%
27,27%
0,00%
36,36%
Games Videos Dramatizations Oral performances

22. CONCLUSIONS
 Students do not use the target language in their EFL
classes.
 English is just used as a receptive source input by
listening to songs, watching videos for entertainment.
 Materials are books or English material (set of copies,
recording, song and movies not related to topics)
 Strategies such as; the repetition of vocabulary,
listening activities and oral presentations are the only
tools to reinforce oral efficiency.
 The only opportunity to assess pronunciation and use
the language is “checking the exercises aloud”

23. GENERAL CONCLUSION
• Most of teachers use regular or traditional methods.
 Students use limited English in class.
 Teachers use materials for entertainment; listening to
favorite songs, watching movies and TV shows, role
plays.

24. COST OF THE STUDY
Source: Giovannie B. (2018)
Note: Exchange rate established at 570 colones per dollar by BCCR on July 7th,
2018.
Professional hours established by COLYPRO at 13602 colones on May 10th, 2017
ITEM AMOUNT
UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Transportation 10 2500 25000 43.93
Photocopies 20 150 3000 5.27
Printers 5 2000 10000 17.57
Professional
hours
119 13,602 1,615,800 2,854,77
Total 1,653,800 285,543,77

25. RECOMMENDATIONS
 To take into account not only needs but also interests of
students in which creative materials are a source they
like and could be useful.
 To implement more the students creativity in order to
achieve an veracious performance in all English skills.

26. CHAPTER VI
• PROPOSAL OF A WEB SITE FOR THE APPLICATION
OF ORAL SPEAKING SKILL IN EFL CLASSES FOR
IMPROVING THE ORALSPEAKING PERFORMANCE
OF 9th GRADERS AT CINDEA 28 MILLAS

27. JUSTIFICATION
• An integral learning for students in their EFL classes is
absolutely important as well as, acknowledge all
teachers that make their efforts every single day for
conveying English the best way possible, trying to find a
way to do it when sometimes there are few sources for
succeeding in the teaching-learning process.

28. GENERAL OBJECTIVE
To establish an innovative online project through the
application of oral speaking skill in EFL classes for
improving the oral-speaking performance of 9th graders at
CINDA 28 Millas de Bataan, 2018.

29. SPECIFIC OBJECTIVES
• To design a web page for the use of teachers in their
EFL classes based on the contents of 9th graders and
oral speaking skill that enhance the oral performance of
students.
• To set a coordinated training for English teachers about
the proper use of oral speaking skill in their EFL classes
by manipulating the web site

30. PROPOSAL DEVELOPMENT
• PHASE 1: CREATION OF THE WEB SITE: “APPLICATION OF
ORAL SPEAKING SKILL IN EFL CLASSES FOR IMPROVING THE
ORALSPEAKING PERFORMANCE OF 9TH GRADERS.”
• PHASE 2: DIVULGATION OF THE WEB SITE TO EFL TEACHERS
AND PRINCIPAL AT CINDEA 28 MILLAS.
• HIGH SCHOOL ORAL ENGLISH SKILL AND ONLINE
APPLICATION

31. PHASE 1: CREATION OF THE WEB SITE: “APPLICATION OF ORAL
SPEAKING SKILL IN EFL CLASSES FOR IMPROVING THE
ORALSPEAKING PERFORMANCE OF 9TH GRADERS.”

32. PHASE 2: DIVULGATION OF THE WEB SITE TO EFL
TEACHERS AND PRINCIPAL AT CINDEA 28 MILLAS
In order to get teachers and principal realized about the
web site: https://www.facebook.com/English-web-site-
sources-to-improve-the-oral-Englishskill-
240925336531359/. The divulgation of the proposal will be
given to the high school and the importance of using oral
English skill in EFL classroom with the purpose of going
beyond writing and reading comprehension.

33. PHASE 3: HIGH SCHOOL ORAL ENGLISH
SKILL AND ONLINE APPLICATION
This last section is focused on promoting the use of oral
speaking skill in the high school as a useful tool to develop
EFL classes. Throughout the online application:
https://www.facebook.com/English-web-site-sources-to-
improve-the-oral-Englishskill-240925336531359/ ,
explained in the previous phases, teachers can utilize it at
every class when they need to impart listening and
speaking. Expecting that teachers can find the web site
truly useful, this will be used as a main source to convey
those skills and make a change in EFL teaching.

34. COST OF THE PROPOSAL
ITEM AMOUNT
UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Transportatio
n
10 2500 25000 43.93
Photocopies 20 150 3000 5.27
Printers 5 2000 10000 17.57
Professional
hours
119 13,602 1,615,800 2,854,77
Total 1,653,800 285,543,77
Source: Bogarin, Geovannie (2018)
Note: Exchange rate established at 570 colones per dollar by BCCR on July 7th, 2018.
Professional hours established by COLYPRO at 13602 colones on May 10th, 2017

35. SWOT ANALYSIS
STRENGTHS
The main forte for this proposal will be considered students interesting
upon the oral English skill, definitely due to they use them in daily life, not
precisely for academic purposes but for entertainment. Another strength,
it is the facilitation of acquiring activities or strategies by using an
innovative tool as a web site contextualized with the contents asked by
the Ministry of Education which reinforce the linguistic skills. These are
the key strengths for this proposal, if teachers take advantage of them
positive impacts will emerge the students in oral-speaking in the EFL
classroom.

36. WEAKNESSES
As faintness factors that will affect the proposal could be
considered the lack of internet and technologic devices
like: computers for accessing the web. In this way, not all
students and teachers are able to make use of the online
application. Currently, most public educational institutions
around the country have their access to internet and
computers to students. However, it has to be cleared that
there are few ones that do not have this accessibility.

37. OPPORTUNITIES
Considered as the main opportunity, this proposal may
unify EFL teachers work because through this, they can
give suggestions for improving speaking oral performance
using the web site or even adding other authentic sources
specifically needed in their English class. Furthermore,
another opportunity in regards to the oral-speaking
performance of students which this proposal can make a
transformation in the EFL classroom of public high
schools. Students who are able to produce the language
orally, instead of being limited to read short or long texts
only.

38. THREATS
Students can get frustrated at the beginning of the
application due to most of them are not familiarized with
oral English skill for academic purposes specifically. So,
teachers must help them and give confidence to the class,
if there are some details from the authentic sources and
the activities asked in the web site to speak the language.
Finally, and hoping this will not occur, the possible lack of
interest from teachers and principal for using the web site
will be an important threat to avoid

39. IMPACTS OF THE PROPOSAL
The more significant effect of this proposal in the high
school is related to a tool already made exclusively for the
teachers use at CINDEA 28 Millas, unifying and simplifying
their work. Moreover, today all adolescents are involved to
social media easily that is why, another positive impact is
to produce oral English through the innovative strategy for
catching the motivation of students and learning the
language by using the web site.

40. OTHER STUDIES DERIVED
• Activities like, watching tv, games, stories, oral presentations:
this possible inquiry could supporting linguistic skills.
• Speaking-oral performance and listening materials: this may
be useful in regards to the use of listening not specifically
authentic and how teachers can use them to reinforce oral
efficiency of EFL students.
• The EFL classroom in Costa Rica and it is oral English skill
focus: this could be related specifically to how the EFL
classes in Costa Rica use activities or strategies as a way of
input to produce the target language.