Communicative Language Approach and Modular Approach

A Comparative Study in Teaching Oral Communication

Abstract

This study attempted to enhance the oral communication skills of the senior high school learners using the Communicative Language Approach to create opportunities for them to orally use the English language in various situations through technologies despite the implementation of Distance Learning Modality, which deprived the learners from interacting orally due to cancellation of the face-to-face classes. The researcher considered the Communicative Competence theory developed by Dell Hymes. The researcher employed quasi-experimental research to evaluate the effectiveness of the Communicative Language Approach as a strategy in teaching Oral Communication among Grade 11 students pursuing Technology, Vocational and Livelihood track as against the Modular Distance Learning. The researcher and teacher divided her Oral Communication class into two groups with comparable oral communication proficiency. The researcher conducted interviews with all TVL Cookery students and assessed them using the adopted Oral Communication Rubric. After the second grading, the respondents were interviewed for the posttest.  The posttest mean of the control group improved by about one point as against compared with their pretest mean, while the posttest mean of the experimental group improved remarkably, gaining eight points compared with their pretest mean. The study offers the following findings: 1) both groups obtained “Very Satisfactory” oral communication proficiency skills for the pretest; 2) the experimental group obtained “Outstanding” in the posttest while the control group obtained “Very Satisfactory”; 3) the posttest scores of the control group are slightly higher than their pretest scores; 4) the posttest scores of the experimental group are significantly higher than their pretest scores.