CHAPTER I THE PROBLEM AND ITS BACKGROUND This chapter presents the background of the study, problem andits significance, and the scope and delimitation of the study.
INTRODUCTION
Over the years, there had been a growing concern in thedevelopment of oral communication among second-language learners with
1Sample 1 regards to the deterioration of their oral English skills.
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Many have voicedtheir sentiments on the needs to strengthen every student’s grasp of theEnglish language.
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According to Rama (2000), the main reason why theFilipinos are employed abroad is their ability to speak and understand Englishand so when all countries in the world struggle to learn English, we Filipinosshould not unlearn it. English is a global language and in ad in the worlds of former Education Secretary Richardo Gloria (Castro, 1994), “mastering it willbe beneficial to all our students for they can then compete internationally.”
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Moreover, Roces (1999) emphasized that the Department of Educationshould prepare its pupils for the Information Revolution and that “…isolatingthem linguistically from the world’s chief language of information is to doomthem from the very start.”Students’ poor command of the English language has challengedmany secondary-language teacher to continue redefining or “…elaboratingmethods systematically trying them out and judging the results” (Sevignon,1983) to come up with novel ways of developing students’ competence inthe spoken language.
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Sadly, some methods scare if not bore students or failto spark their enthusiasm that they end up sitting in the classroom simplystaring at teachers who do all the talking. The quality of education accordingto Dela Rosa (2000) has “to start going up or we can call the whole deal off.Government owes us the services of good teachers, especially language andscience mentors.”New Era University, in its 27 years