Setting The Speech Condition in Senior High School English Classes Towards Improved Performance Tasks

ABSTRACT

The K-to-12 curriculum changed the grading system in Philippine education. Students are graded based on their written works, performance tasks, and quarterly examinations. Depending on the category of the subject, the weight of the three criteria for grading varies. Performance tasks have the highest percentage of weight regardless of the category of subjects; hence, students must excel in the performance tasks to gain a favorable grade at the end of each quarter. However, the researcher observed that most of the students do not exhibit excellent performance in the tasks given. This study explored how teachers set speech conditions for SHS performance tasks in English classes. Participants in the study were from a Batangas Congressional District and completed a researcher-made questionnaire. No sampling method was used in study which included 57 respondents. After the data were subjected to statistical treatment, the results revealed that teachers considered the categories of performance tasks they assigned to students, but they needed to prioritize the productivity of these tasks. Students affective states could also be considered before discussing the performance tasks. There was a significant relationship between the assessment of performance tasks and speech conditions, highlighting the value of setting speech conditions. School problems such as the prescribed ratio of students to teachers and resources, as well as the lack of routines, affect effective performance tasks. To address the issues, the study developed activities to effectively set the students speech conditions, including preliminary activities to help teachers establish more successful performance tasks.

FULL TEXT